Class 

Book i-tiS 

CiJFffilGHT DEPOSITV 



MANUAL 

OF 

Gymnastics, Games, Action Plays 
Rhythmic Plays and 
Rhythmic Steps 

FOR THE 

ELEMENTARY SCHOOLS 

OF 

READING, PENNSYLVANIA 



Compiled By 

ALEXANDER A. HARWICK 
Director of Physical Education, Reading School District, 
Supervisor of Reading Playgrounds. 




FEBRUARY, 1918 



Copyright 1918 : 
By Reading School District 
of Reading, Penna. 



APR 30 |yi8 

©CI,A497108 
I 



ACKNOWLEDGMENTS 

We are especially indebted to the following : Mrs. Kate R. 
Steichmann for her Mother Goose rhymes ; Miss Olive Knorr for 
''Hickory, Dickory, Dock," "Bah! Bah! Black Sheep," and "Little 
Miss Muffet and Little Jack Horner ;" Lillian F. Harrington for 
her Nursery Rhyme Dances ; G. Schirmer for permission to use 
the music of "Tantoli" and "The Crested Hen." The Chicago, 
Kansas City, Cincinnati and Michigan State Manuals were of great 
assistance in arranging the material for this book. The teaching 
of Mr. Emil Rath and the help of Mr. George J. Altmann, of the 
Normal College of the North American Gymnastic Union, have 
made this manual possible. 

To all of these I express my sincere thanks. 

ALEXANDER A. HARWICK. 

Reading, Pennsylvania, 
January, 1918. 



PHYSICAL EDUCATION 

"Physical education is the direction of motor activity as a 
means of developing- the mind, inasmuch as it directs ; the character, 
inasmuch as it controls ; and the body in its structure and powers." 

It includes also a consideration of such conditions as may affect 
the bodily health — lighting, heating, seating, and sanitation. 

Aims 

The aims of physical education may be stated as follows : 

Hygienic Aim: To maintain and increase health. 

Educational Aim : To develop such mental and moral qualities 
as leadership, presence of mind, quick reaction, self-confidence, cour- 
age, grit, determination, loyalty, co-operation, subordination to 
authority, and justice. 

Effort is made to get a general training in the possibilities of 
the use of the human mechanism. This is done through training 
for alert muscular response, by means of set class exercises taken 
on command ; through utilizing and developing the rhythmic sense 
by rhythmic exercises ; through arousing the dormant race instincts 
for running, throwing, striking, chasing, catching, etc., by games ; 
and through use of the later developed instinct for competition and 
co-operation by means of more highly organized games and athletic 
competitions. 

Particular emphasis is put on correct form in exercising, as 
through form the best results are obtained; and special eft'ort is 
made to get the correct standing, sitting, and walking postures at all 
times. In the lower grades, the exercises are made occupational in 
type whenever possible. 

Instructions and Suggestions 

Twenty minutes a day is devoted to exercises or games in addi- 
tion to the regular recess periods. Take the exercises and games 
out of doors w^henever possible. The order of preference is (1) the 
schoolyard; (2) the gymnasium, corridor or basement; (3) the 
schoolroom. Appoint monitors for the windows and ventilate the 
room thoroughly during the lesson. Buildings having the gravity 
system of heating may open the windows upon notifying the janitor 
to shut off the heat from that particular room. 



6 



Physical Education 



Never allow the temperature of the room to rise above 70°. 
The normal temperature should be 68°. Insist upon the pupils re- 
moving overcoats, sweaters, overshoes, cloaks, and wraps of all 
kinds. Have the boys remove their coats. Impress upon the pupils 
the harm resulting from wearing heavy garments indoors, and of 
tight fitting garments at any time. 

As only twenty minutes are to be used daily for this work, let it 
be all work. Give your orders clearly and promptly and keep the 
pupils busy. During the lesson no time should be wasted in look- 
ing up exercises. To get the best results the teachers must mem- 
orize the lesson. 

Let the exercises follow quickly in the required order and insist 
upon good posture and on correct and energetic execution. Arrange 
the pupils so that the smaller ones will be in front and the larger 
in the rear so the teacher may overlook the class more easily. 

When the work is taken indoors divide the time so as to have 
ten minutes in the morning and ten minutes in the afternoon. As 
it is impossible to see all the movements of all the pupils from the 
same place, the teacher should move about to different parts of the 
room; a side view of the class will often reveal errors that are not 
visible from the front. Pupils who do their work poorly should not 
stand in front of the class. Imitation is a large factor in education, 
therefore the pupils should see good models. A self-conscious pupil 
will often work better when standing behind the others than when 
directly under the eye of the teacher. If unable to demonstrate an 
exercise have a proficient pupil substitute, making such corrections 
as are necessary. 

Demonstrations should be counter-like. That is — if the pupils 
are to do the exercise to their left, show it to your right. All ex- 
ercises are to be taken both left and right. Repeat each exercise six 
to ten times, according to the muscular effort required. 

Prepare your lesson thoroughly before presenting it to the 
class. When giving a new lesson give all the exercises — do not 
spend the whole period on one or two exercises. Let the exercises 
follow each other as quickly as possible, i. e., do not waste time in 
correcting individual pupils, or in making lengthy explanations. 
Remember that the prime object is exercise. To show an exercise 
once correctly is better than to give several explanations. Give par- 
ticular attention to the following points : (1) clearness and accuracy 
in giving commands; (2) promptness; (3) correctness and vigor of 
execution ; (4) posture. 



Physical Education 



7 



Commands 

There are two kinds of commands: (1) the command of expla- 
nation ; (2) the command of execution. The command of explana- 
tion tells what exercise is to be performed and a slight pause follows 
this, giving- the children time to fully understand what they are to 
do. No movement must be allowed during this pause. The com- 
mand of execution now^ follows, distinctly and sharply — calling for 
instant action. Many exercises depend for correct execution upon 
the skill of the one commanding. For example, trunk movements 
depend upon how the teacher commands them as to whether they 
will be executed properly. If conducted too fast, they become diffi- 
cult and lose in value. Skillful commands assist in forming good 
posture. Good commands should be (1) clear; (2) short; (3) 
timely. They are clear when they convey a clear idea to the pupils. 
They are short when all unnecessary w^ords are omitted. They are 
timely when so divided as to give the pupil time to react. The 
command of explanation should be given in a clear, easily under- 
stood tone. The command of execution should be strongly accented 
and forceful. Example — Explanation — Elands rear of head — pause. 
Execution — PLACE ! 

Rhythm of Movements 

Arm and leg movements — usually in fast rhythm. Trunk and 
head movements — always in slow rhythm. Jumping — usualh' in 
fast rhythm. Breathing- — always slow, it should be adapted to the 
normal breathing rhythm of the pupil. Balancing, not done in 
rhythm, but on count or command. 

In a compound exercise the rhythm is that of the slow move- 
ment. Example — Lower trunk forward and bend arms to thrust. 
The movements of both arms and trunk are slow^ because the trunk 
movement is taken slowly. 

Methods of Teaching 

Exercises mav be given (1) by command; (2) by counting — in 
rhythm; (3) in succession. 

1. On Command 

All new exercises must be given by commands, in order that 
the pupils may fix the movements in their minds. Not until the 
exercise has been Avell learned should it be taken in rhythm. The 
command for each part of the exercise should be given separatelv. 



8 



Physical Education 



Example in the following exercise — Stride left sideward and bend 
arms to thrust — 1 ; lower trunk forward and thrust arms sideward — 
2 ; return 3 and 4, the first command would be — Stride left sideward 
and bend arms to thrust — 1. After the pupils have assumed this 
position the next part should come without delay — lower trunk for- 
ward and thrust arms sideward — 2. After assuming this position 
the command for the return movements should be given. Never 
give the command for the whole of a compound exercise at once. 
If the pupil is not paying attention he has lost part of the exercise 
before you are throug'h with your command. Give it in parts — then 
when learned, by count. 

II. By Count — In Rhythm 

The exercise having been learned on command, the teacher 
gives the command, "In time — begin," and counts or beats time, 
the pupils going through the exercise until the command "Halt" is 
given. The command "Halt" should be given early enough that 
the pupils can stop on the last count. It is usually best given just 
before the last count, i. e., in a four movement exercise it is given 
instead of count three — 1, 2, halt, 4. It is important to adapt the 
rh3^thm to the character of the movement. The tendency is to 
have the rhythm too fast, the result being that accuracy and form 
of the exercise suffer and much of its physiological value is lost. 

III. In Succession 

This method is used ordinarily when practicing with music 
for an exhibition. The pupils count for themselves and go through 
the exercises in the order given. 

Music 

Piano or victrola music lends interest to the work. Care 
should be taken not to permit the exercises to become mechanical 
or the pupils to become listless or careless when music is used. 
Adapt the music to the rhythm of the exercises. The use of vic- 
trolas for marching in and out the building is recommended es- 
pecially. 

Compound Exercises 

Exercises executed by any one part of the body or by both 
arms or both legs are called simple exercises. Such movements as 
are executed by two or more different parts of the body simultane- 
ously are called compound exercises. Example — Bend knees deep- 
— 1. Straighten — 2. (Simple exercise). Bend knees deep and 
raise arms sideward — 1. Straighten knees and lower arms — 2. 
(Compound exercise). 



Physical Education 



9 



Arranging a Class That Exercises in its Room 

At the command "Gymnastics, sit erect," the pupils will sit 
erect. At the command "Class, stand," the pupils rise quickly and 
quietly and stand in the middle of the aisles. In order to get the 
space necessary for exercising, the command "Raise arms forward 
and take distance — raise," is given. The pupils hereupon raise 
their arms forward and move forward or backward until they have 
sufficient room. In order that pupils may have ample distance, it is 
advisable to use all the free space at the front and back of the room. 
At the close of the lesson, upon the command "To your desks — 
march," the pupils return to their places in the aisles. The com- 
mand "Class, be seated" brings all to their regular seats. 

Exercises in School Yard or Gymnasium 

When the class is taken from the room into the corridor, yard, 
or gymnasium, the pupils must be placed in open ranks in order to 
have room to perform the exercises. March the pupils out of the 
room in ranks of two — the girls leading — each rank keeping "full 
distance" from the one in front, that is, it must be arm's length 
from that in front. When their destination is reached form ranks 
of four by having every other rank step forward and form to the 
left (or right) of the rank in front. The command for this is, 
"Form ranks of four — form." At the command, "Open ranks to 
the left (right) — march," distance is taken as follows: The pupils 
standing at the right (left) end of each rank remain in place the 
rest taking closing steps left, all gradually raising their arms for- 
sideward unvl they have "full distance," i. e., until they do not touch 
their neighbors. Also see that they have full distance in front of 
them. 

Closed -I- J- J- u- Open -l _l j_ _l 

Ranks -i- -i- -i- -i- Ranks -L _i_ . 

At the close of the lesson the ranks are closed at the com- 
mand, "Close ranks to the right (left) — march." The ranks may 
also be opened from the center. Opening the ranks outward from 
the center is the easiest manner and should, therefore, be used in 
the lower grades. 

Lesson Material 

Each lesson is divided into eight units as follows : 

1. Arm, foot and leg" exercises. 

2. Head and upper trunk exercises. 



10 



Physical Education 



3. Balancing exercises. 

4. Anterior-posterior trunk exercises (forward and back- 

ward bending or lowering). 

5. As (1) or an imitation of various activities. 

6. Lateral trunk exercises (turning or bending sideward). 

7. Hopping, jumping, or marching. 

8. Deep breathing exercises. 

The same type of exercises will be found under the same num- 
ber in all the lessons and grades. This arrangement not only aids 
the teacher in memorizing the lesson, but gives in each lesson exer- 
cises for all the large muscle groups of the body. 

The first unit (arm, foot and leg exercises) develops the 
muscles of the shoulder, girdle, trunk and legs, thereby improving 
the posture and developing co-ordination. The second unit (head 
and upper trunk exercises) strengthens the muscles of the neck and 
improves the carriage of the head. The posture of the head has 
great influence upon the posture of the chest. The upper trunk ex- 
ercises have great effect upon the lower ribs, widening the lower 
part of the chest by strengthening the expirator}^ muscles and as- 
sisting inspiration. The third unit (balancing exercises) develops 
equilibrium and good posture and lessens the blood pressure by in- 
creasing the flow to the legs. The fourth unit (anterior-posterior 
trunk exercises) strengthens the back muscles, particularly those 
acting upon the spine. These increase peristalsis and thereby aid 
digestion. The sixth unit (lateral trunk exercises) strengthens 
the muscles of the waist and back, widens the chest, accelerates 
flow of blood in the vena cava and increases the action of the liver 
and bile. The seventh unit (hopping, jumping, or marching exer- 
cises) dcA^elops elasticit}^ and co-ordination. The eighth unit (deep 
breathing exercises) lessens the blood pressure and temperature, 
increases the venous circulation, elasticity of air cells and respira- 
tory power. These exercises are very valuable and should never 
be omitted from the lesson. It is well to call the attention of the 
children to the value of deep breathing and have them practice the 
same constantly. 

Explanation of Terms 
Forward : Towards the front. 

Fore-upward : Swinging arms upward by way of forward. 
Sideward: To the side, outward from the body. 
Side-upward: Swinging arms upward by way of sideward. 
Backward: Towards the rear. 



Physical Education 



Inward: Toward and be3'ond the middle line of the body. 

Upward : Directly overhead. 

Position : Fundamental or resting position. 

Return : Return to position ; reverse the order of the move- 
ment in a successive exercise, so that the last movement will bring 
you to the original position. 

EXPLANATIONS OF POSITIONS 

Starting Positions 

It is sometimes desirable to have the arms and legs in a cer- 
tain position, either while executing an exercise with other parts 
of the body or from Avhich to begin the exercise itself. These are 
called starting positions. The principal ones, Avith the commands, 
^re as follows : 

1. Hands on Hips — place! The hands are placed so that the 
inner side of the thumb and forefinger rest firmly on the hips, 
fingers closed, elbows and shoulders well back. 

2. Hands in Front of Shoulders — raise! The hand, wrist 
and elbow are in a straight line, elbows well drawn back and on 
level with the shoulders. 

3. Arms to Thrust — bend! Fists tightly closed — elbows 
drawn well back and down — arms bent at an acute angle — fore- 
arm nearly vertical. 

4. Hands in Rear of Head — place ! The arms are raised side- 
wards and the fingers placed at the base of the skull, the elbows 
on a line with the shoulders and pointing sideward. 

5. Arms to Strike — bend! Fists closed, arms raised side- 
wards and the closed fists placed on the shoulders — knuckles in 
rear, elbows well back, upper arm horizontal. 

Fundamental Position 

Heels and knees close together, feet turned outward at a com- 
fortable angle ; the body erect ; head erect ; face to the front ; the 
chest well up, the shoulders drawn well back; arms hanging 
naturally at the side, the fingers closed. The body should be in- 
clined slightly forward, so as to throw the weight of the body a 
little more upon the balls of the feet than upon the heels. The 
^position suggests firmness but not rigidity. 

Command : — In position — stand ! 



12 



Physical Education 



Resting Position 

Command : — In place — rest ! Pupils stride backward outward 
to the left (or right), weight on both feet, hands clasped in rear. 
To be used when explaining an exercise or allowing the class to 
rest. 

MOVEMENTS 

I. Of the Head 

(a) Lowering — backward — keep chin well drawn in. Side- 
ward — move the head as near as possible to the corresponding 
shoulder. 

(b) Turning — the head, perfectly erect, is turned to the left 
(or right) as far as possible. 

II. Of the Trunk 

All trunk exercises should be executed with the chest well 
raised, the head always maintaining its relative position. All 
trunk exercises should be executed slowly. 

(a) Bending — forward — bending at the hips, the spine is 
rounded. Knees straight. 

(b) Lowering — forward — The movement takes place in the 
hip joint, the back being kept straight, chest and head up. 

(c) Backward — The body is moved backward, the back 
forming a curve ; the legs straight and together and the hips must 
not be pushed forward. 

(d) Lowering sideward — Bend directly towards the side ; 
the body should not incline forward or the shoulders turn. 

(e) Turning — The trunk is turned by twisting the shoulders ; 
the hips, however, should remain in place so that the twist is in 
the trunk. 

In all the above, the legs must be straight and the feet re- 
main firmly on the floor. 

III. Of the Arms 

In the position forward and upward the back of the hand will 
be outward. In the position sideward, the back of the hand is up 
unless otherwise commanded. 

(aj Raising — Whenever the arms are raised, they are to be 
straight at the elbow, and stretched to the utmost, so as to raise and 
expand the chest. 

(h) Straightening — The arms, when in any of the starting po- 
sitions, should be straightened in the given direction with as much 
vigor as possible. 



Physical Education 



13 



IV. Of the Legs. 

(a) Rising on Toes. As the heels are raised, the legs are kept 
straight and together ; the body is raised as high as possible and 
should not sway forward ; heels are lowered slowly and softly. 

(b) Bending Knees. 

(1) Half deep — Knees are bent about halfway, heels lifted 
from the floor and the weight of the body rests upon the balls of the 
feet. The knees are spread apart. 

(2) Deep — Knees are bent as much as possible, heels together 
and lifted from the floor, knees spread apart. In both half-deep and 
deep-knee bending, the body should be held erect, chin in and chest 
out. 

(c) Raising. 

(1) The straight leg (raising the leg forward, sideward, or 
backward) — leg straight, ankle and toes extended. The foot should 
be as high as the knee of the standing leg. Body erect. 

(2) The bent leg. 

Raising the knee forAvard or fore-upward. 
Raising the foot backward. 

Knee forward — the knee is bent at a right angle — foot directly 
under knee, ankle extended and toes pointing down, thigh hori- 
zontal. 

Knee fore-upward — Knee is brought well up to the chest, bent 
at an acute angle. 

Foot backward — Thigh vertical and on line with standing foot, 
knee bent at right angle, ankle and toe extended. 

(d) Foot placing — The leg is moved in the direction indicated, 
the ankle extended and the toe only is placed upon the floor. The 
body should not move either forward or backward. No weight is 
placed upon the foot which is moved. 

(e) Stepping — The step is taken in the direction indicated. 
The whole body-weight is transferred to the stepping-foot. 

(f) Striding — Move the leg in the direction indicated and 
place the foot firmly upon the floor about two lengths from the 
other. The body moves with the foot, the weight of the body rest- 
ing evenly upon the feet. 

(g) Lunge — The foot is raised knee high and placed on the 
floor in the direction indicated. The knee is bent well over the foot ; 
the standing leg is left straight and the body must be held erect with 
both feet firmly on the floor. The lunge should not be too large — 
not more than three lengths of the foot. 



Physical Education 



(h) Kneeling. Done in two ways. 

(1) Stepping forward with the left (right) foot and kneeling 
on the right (left) knee. 

(2) Placing left (right) foot backward and kneeling left 
(right). 

The thigh of the forward leg should be horizontal and the 
lower leg vertical — foot firmly on the floor. 

The thigh of the rear leg is vertical, lower leg horizontal and 
toes resting upon the floor. Body erect, head up and chest out. 

(i) Facings. Including right or left face, which is a quarter 
turn ; right or left above face, which is a half turn, half left or half 
right, which is an eighth turn. 

Facings are valuable in training for direction ; also for quick- 
ness and promptness of response. 

Right, left, forward, or backward should always be used as 
terms relating to the body of the pupil and not as relating to the 
walls of the room. Facings may be done by simply raising the 
whole of one foot and the toes of the other and turning on the heel 
of the latter. Thus, if we wish to turn to the left, we do so, on the 
left heel ; right, on the right heel. This method is preferable for 
small children. For older pupils from the third grade up, the fol- 
lowing method is recommended : To turn to the left, raise the sole 
of the left foot, the heel of the right, and with a slight pressure on 
the toes of the latter foot turn the body to the left, then replace the 
right foot beside the left. To the right side the movements are re- 
versed. This requires two distinct movements and the teacher will 
do well to count "1, 2!" for each facing. If the command be "left 
face," the turn is one quarter of a circle to the left, turning on the 
left heel and toes of the right foot ; "About face," one half of a circle 
or a turn that will bring the front of the body where the back was 
before the movement. 

MARCHING 

Children should be taught to walk with a brisk, light, and 
elastic step. This can be done without noise or undue haste. Dur- 
ing the first few weeks, the pupils of the first grade need not keep 
in step. After learning to march in time, they should be taught to 
begin with the left foot, and to keep in step as well as in time. In 
the second and higher grades, keeping step should be as natural as 
keeping time in music. 

Marching in Place: 

Command — In place — March ! Halt ! 



Physical Education 



15 



Marching in place is marching without gaining ground. The 
knees are raised alternately forward just enough to bring the foot 
off the floor, ankles extended, toes pointing down, and immediately 
replaced. In returning the foot to the floor, the ball of the foot is 
brought down first and the heel lowered gently. There should be 
no undue swinging of the legs or swaying of the body. 
Variations 

(a) In place and clap hands on every step. 

(b) In place and clap hands on every other step. 

(c) In place and clap hands on the first of four, six, or eight 
steps. 

(d) In place and clap hands on third, fifth, and seventh steps. 

(e) In place and clap hands four steps, then four steps without 
clapping hands. 

(f) In place and clap hands on the first, third, fifth, sixth, and 
seventh of eight steps. 

(g) In place and turn to the left or right on a given count 
(first, fourth, etc.). Turning in the same direction four times will 
cause the pupils to execute a complete turn. 

(h) After some practice in direction, in place and turn left or 
right about on a given count. 

NOTE: — Some of these variations, especially (c), (d), and (e) 
can be used in connection with teaching number by counting con- 
secutively to sixteen, twenty, twenty-four, etc. Also teaching the 
groups of two, three, four, five, etc. 

Marching from place. 

Command — 
Forward) 

Backward (—March ! Halt ! 
Sideward) 

(a) Forward — Marching forward a certain number of steps. 

NOTE : — Remember that it always takes one count more than 
the required number of steps to complete the movement. The left 
foot takes the first step, therefore the right should take the closing 
step. 

For example : Three steps forw^ard — March ! Left — right — left, 
and close with right. 

(b) Backward — Marching backward may be added as the 
reverse movement for forward marching. 



i6 



Physical Education 



(c) Sideward — Sideward marching requires two counts for 
each step. Step to the side on — 1, and bring the opposite foot 
up on — 2. 

(d) Alternate marching in place with any of the above; also 

with clapping hands and with turning to the left or right — two 
counts ; about face — four counts, etc. 

(e) Marching around the room. Have every other line face 
about (turn to the rear). On the command, "Forward — March!'* 
the first line marches across the front of the room, the second line 
marches into the first aisle, the third into the second, and so on, 
all following the first line, and all moving at once. If the class 
is small, the pupils march around all the desks, forming one con- 
tinuous line; but if too large for this, the leader, after crossing 
the room, passes backward in the outside aisle along the wall, 
forward in the next aisle, backward in the next, and so on, till 
the first place is reached. As all pupils follow the leader, all 
should arrive at their seats at the same time. They should con- 
tinue to march in place at their seats until the command, "Halt !" 
is given, when they should stop by taking the last step with the 
right foot. The command to halt may be given also, while the 
class is in motion. 

This is a good drill, teaching the children to stop instantly. 
On the command, "March !" every pupil in the class should move 
at once. 

(f) Running — Any of the foregoing marching exercises may 
be taken in double-quick time, or running. The time should be 
about twice as fast as in marching. All running must be on toes. 
Pupils must keep their distance from one another. 

RHYTHMIC STEPS 

This type of gymnastic work is valuable to develop grace and 
harmony of motion. Musical accompaniment enhances their 
value. Rhythmic steps can be executed in any desired direction 
— forward, sideward, backward, obliquely forward and backward. 
The forward movement only is here described. 

(1) Follow-step. (2-4 or 4-4 time). Step left forward — 1, 
close with right foot so that the instep is behind the heel of the 
left— 2. 

(2) Change-step. (2-4 time — count 1 "and" 2). Follow 
step forward left, as in (1), on counts 1 "and," then step forward 
left again — 2, and repeat beginning right, 3 "and" 4. 



Physical Education 



27 



(3) Closing-step. (2-4 time). Step forward left — 1. Close 
Avith right foot — 2. 

(4) Pointing — Raise the foot ankle high, then quickly ex- 
tend the knee and ankle with the pointed toes placed on floor. 
(Similar to foot placing). 

(5) Gallop. (2-4 time). Step forward left and bring the 
right foot up to the left with a slight hop, and continue in this 
manner a given number of times, then change to the right foot in 
front. The follow step may be used to dcA^elop the gallop for- 
ward and the follow-step sideward for the gallop sideward. The 
gallop is similar to the follow-step but twice as fast (1 count) ; 
the foot which follows displaces the leading foot. 

(6) Skipping. (6-8 time). Hop on right foot in place and 
step left forward — 1 ; hop on left foot in place and step right 
forward — 2. 

(7) Gliding. (2-4 time). Glide forw^ard with the left foot, 
both knees slightly bent, w^eight on both legs — 1 ; follow with leg 
in rear and rise on toes — 2. Repeat any desired number of counts. 

(8) Glide-Hop or Glide-Balance-Hop. (2-4 time). Glide 
left forward (transferring weight to left foot) — 1 ; hop in place 
with the right leg raised backward, leaning body slightly forward 
— 2. Same right, 3 and 4. (The number of hops that follow the 
glide may be increased — thus changing the rhythm). 

(9) Step-hop. (2-4 time). Step left forward — 1; hop on 
left foot, raising the right foot to ankle of left — 2. Same right, 3-4. 

(10) Swing-hop. (2-4 time). Step left forward — 1, hop on 
left foot and swing right foot forward, toes pointed down — 2. 
Repeat right 3-4. 

(11) Leap-hop. (2-4 time). Raise the left leg quickly forward 
and jump onto left foot (about two foot lengths forward), the 
right foot being raised behind left knee — 1 ; hop on left foot — 2 ; 
repeat right, 3-4. 

(12) Polka-step. (2-4 time— count "1 and 2.") Is the same 
as the change-step but preceded by a hop while the stepping foot 
is raised. 

(13) Heel and toe polka. (2-4 time). Place the left heel 
forward, hopping on the right foot and leaning body slightly back- 
ward — 1 ; place left foot backward with toes on the floor, hopping 
on the right foot and leaning body slightly forward — 2 ; change step 
left forward — 3 and 4. Same right. 



i8 



Physical Education 



(14) Glide-polka. (2-4 time). Two glides forward left, 
with slight knee bending during glide and rising on toes when 
closing — 1, 2; polka step forward — 3 and 4; repeat right — 5 to 8. 

(15) Waltz-balance-step. (3-4 time). Step oblique'ly for- 
ward left — 1 ; follow with right as in follow step and rise on toes 
— 2; lower heels — 3; same beginning right — 4, 5, 6. 

(16) Three-step. (3-4 mazurka time, the first count being 
accented). Step left forward — 1; close with right — 2; take another 
step in place with left — 3. 

(17) Rocking-step. (3-4 mazurka time). Step left obliquely 
forward — 1 ; cross right foot in front stepping on it and raising 
left foot backward — 2 ; step down on left foot — 3 ; same as to the 
right — 1-6. 

(18) Schottische-step. (4-4 time). Glide left obliquely for- 
ward — 1 ; close right to left as in follow-step — 2 ; glide left oblique- 
ly forward — 3 ; hop on left and swing right foot forward — 4 ; re- 
peat right — 5-8. 

(19) Mazurka-balance-step. (3-4 mazurka time). Step left 
forward — 1 ; place right foot forward and raise heels — 2 ; lower 
heels — 3 ; same right — 4-6. 

(20) Mazurka-hop. (3-4 mazurka time). Glide left for- 
ward — 1 ; displace left foot- with a hop on the right, the left leg 
being raised forward— 2 ; hop on right foot and bend the left knee 
so that the left foot is in front of right knee — 3. Repeat right. 

NOTE: — Combine the above steps with marching or with 
other steps of the same rhythm. 

Examples : 

(a) Two follow steps forward left and right alternated with 
four steps in place. 

(b) Two mazurka-hops forward and six steps in place. 

(c) Mazurka-balance-step left (1-3) right (4-6) three steps 
forward 1. r. 1. (7-9) point right foot forward (10-12). Repeat 
right ; marching backward. 

POSTURE 

Habits of posture are established by daily practice and it is of 
great importance that daily application be made of lessons in sit- 
ting, standing, walking, running, writing, reading, marching to and 
from the blackboard, going up and down stairs until correct habits 
are formed. 



Physical Education 



19 



Sitting — Sit as far back on the seat as possible, with whole 
spine supported by back of seat, one hand grasping either near 
corner of desk, feet firmly on floor, the knee forming a right angle. 
Head and chest must be carried high and care must be taken not to 
raise the shoulders or push them too far forward or backward. 
Call attention to position of head and chest rather than to shoulders. 

Standing — See Fundamental Position under explanations of 
Positions. The position of extreme turning out of the toes should 
be avoided when standing, and in marching the toes should point 
straight ahead. An habitual turning out of the toes in walking 
weakens the foot and as the weight of the body increases it is im- 
portant to keep the supports in the best possible condition. 

A PRACTICAL METHOD OF IMPROVING THE POSTURE 
OF SCHOOL CHILDREN 

Miss Jessie H. Brancroft originated and practiced on the 
Brooklyn school children a very effective method of classification 
into groups according to posture. She explains fully in her book, 
"Posture of School Children," the method used. 

The following notes have been used very successfully by 
teachers in other cities. We hope that interest and enthusiasm on 
the subject may be stimulated by means of them: 

The Correct Sitting Position and the Correct Standing Posi- 
tion must be taken at the beginning of every Physical Training 
lesson, and the correct Standing Position must be held between all 
exercises. The children should be encouraged and helped to these 
positions throughout the day. 

Guides for Correct Standing Position — Heels together, weight 
on balls of feet, waist in, chest broad, head up. 

Common Faulty Positions, with Corrections — 

1. Waist forward — To correct — Balance on toes, stretch up. 

2. Flexed hips — To correct — Carry weight back, stretch up. 

3. Flat chest — To correct — Child place hand on chest and 

raise hand by lifting chest. 

4. Head forward — To correct — Push back of neck against 

collar. 

5. Round shoulders — To correct — Broaden chest, flatten up- 

per back. 

6. Hollow back — To correct — Waist in, stretch up. 

How to Take the Posture Per Cent, of a Room — Each child 
must be looked at individually from the side. 



20 



Physical Education 



Class in Gymnastic Seats — Divide children into Group A (Cor- 
rect Posture) and Group B (Incorrect Posture). Pupils of first row 
across front of room take Correct Standing Position beside seats. 
Teacher stands in side aisle where she can secure best the side view 
of each child. Send A boys, one at a time, as soon as classified to 
back, and B boys to side of room. Send A girls to front and B 
girls to side. Seat the two A groups in center aisles — shortest in 
front, boys on one side and girls on the other. Take five minutes 
of the Physical Training period for this each day until your room 
is classified, and do not place children in the posture seats until all 
are classified. This is done only at the beginning of each term, 
the seats are then final except for the promotion from B to A or 
vice versa. 

To Get the Per Cent. — Add groups A and divide by the total 
number in room — carry out to three places and put on board. Keep 
this per cent, on the board as a posture record and as posture of 
room changes make the per cent, correspond. Keep a record of 
changes. 

Warnings — Do not overdo this Posture Crusade and make it a 
burden. It must not be a kill-joy to our lessons. Go slowly. If 
a child is deformed do not count him in the per cent. If a child is 
too weak or too muscle bound to stand straight do not nag him ; 
encourage him to do the best he can, but keep him in group B. 
Praise group A and encourage group B. 

RECREATION DRILLS 

The following recreation drills are for two or three minute 
relaxation periods to counteract the harmful effects of prolonged 
sitting and stooping. They should be given in a brisk, energetic 
manner, allowing considerable freedom to the pupils, corrections 
being made only for serious mistakes. A run of a minute or two 
in the schoolyard may well be used as a substitute occasionally, the 
class keeping in time but not necessarily in step. These drills 
should be given at frequent intervals throughout the day and the 
time is not to be considered as a part of the time allowed for regular 
physical training. 

Group I 

1. Hands on hips — place. Stretch arms upward, slowly 
stretch. Return. Five times. 

2. Arms sideward — raise. Turn trunk left — 1. Turn trunk 
right — 2. Five times. 



Physical Education 



21 



3. March in place, raising knees forward — march. Halt. 

4. Hands on hips — place. Raise chest and inhale. Lower and 
exhale. 

Group II 

1. Arms for thrust — ^bend. Turn trunk left and thrust the 
right arm forward — 1. Return — 2. To the opposite — 3. Return — 4. 
Ten times. 

2. Hands on hips — place. Bend trunk forward — 1. Return — 2. 
Five times. 

3. Run in place — run. Halt. 

4. Hands on hips — place. Rise on toes and inhale. Lower 
heels and exhale. 

Group III 

1. Hands on hips — place. Stretch arms sideward, slowly 
stretch. Return. Five times. 

2. Hands on hips — place. Raise chest — raise. Lower. Five 
times. 

3. Bend knees deep — 1. Return — 2. Five times. 

4. Raise arms sideupward and inhale. Lower sidedownward 
and exhale. Three times. 

Group IV 

1. Swing arms sideupward — 1. Return — 2. Ten times. 

2. Raise arms sideward and raise chest — raise. Lower. 
Five times. 

3. Run in place with raising knees forward — run. Halt. 

4. Inhale and raise arms foreupward — inhale. Lower arms 
sidedownward and exhale. Three times. 

Group V 

1. Arms for thrust — bend. Thrust sideward — 1. Return — 2. 
Ten times. Thrust upward — 1. Return — 2. Ten times. 

2. Left sideward and hands on hips — stride. Bend trunk 
left — 1. Bend trunk right — 2. Ten times. 

3. Run in place — run. Halt. 

4. Raise arms forw^ard, move arms sideward and inhale. 
Low^er arms and exhale. Three times. 

Group VI 

1. Hands front of shoulders — raise. Fling arms sideward — 1. 
Return — 2. Ten times 



22 



Physical Education 



2. Hands on hips — place. Lower trunk forward — 1. Circle 
trunk slowly left and to the rear — 2. Circle trunk right and to the 
front — 3, Raise trunk — 4. Tavo times. Repeat twice, starting 
right. 

3. Hands on hips — place. Jump to side — stride — stand and 
straighten arms sideward — 1. Return — 2. Ten times. 

4. Inhale and raise chest — inhale. Exhale and lower chest — 
exhale. Three times. 

ACTION PLAYS 

In the lower grades action plays may be substituted largely for 
the formal exercises. The movements in the action plays are imita- 
tive of well known activities and should be done by suggestions 
from the teacher. All these movements should be large and free 
in order to be of hygienic value and there must be joy and interest 
or they are useless. No stress should be placed on uniformity among 
the children ; each child should be allowed to carry out his own play. 
The activities must be repeated frequently enough to give plenty of 
exercise. Earnestness and zest are signs of a good action play. 

Action plays should be suited to the season and based on daily 
familiar experiences. They present a splendid opportunity to lead 
children to graceful bodily expression and individual interpretation. 

RHYTHMIC PLAYS 

Rhythmic plays consist of folk dances, marching and simple 
gymnastic steps. They aid the action plays by establishing ^.hrough 
practice, definite recurring rhythms as aids to acquiring ease, erect- 
ness, grace and freedom of movement. 

The lack of space limits these pla3^s ; but often a hall or vacant 
room is available, or they can be, and many already are adapted to 
the aisles or are used around the outside of desks. When a single 
circle is called for in the formation, two can be used, one working 
inside of the other. 

A piano or victrola may be used to splendid advantage, after 
a play is learned. If this is not possible, in the song plays the song 
gives the rhythm. If there are no words sing the melody. A phrase 
or two of the song or melody may be learned, then the actions which 
express it tried and so on. 

GAMES 

The limited space in many of our school 3^ards makes free play 
practically impossible. The stronger and bigger children of the 
school monopolize this space, while the Aveaker and smaller ones 



Physical Education 



23 



seek safety Avithin the building, or stand around doing nothing. The 
result is that the children who need the exercise and fresh air most 
have the least opportunity for either. The games presented offer 
an opportunity for organized Avork during the recess period, which 
will permit the greatest use of the available space, and at the same 
time insure healthy outdoor exercise for pupils and teacher. 

Caution. Do not attempt too many games. The children 
will enjoy a game more Avhen they understand it thoroughly. On 
the other hand, do not continue a game too long. Teach two or three 
and change frequently, but do not take any new ones until the old 
ones are well learned. 

Materials. Each school should have several basket balls 
and volley balls ; each child in the primary rooms should have a 
bean-bag. (Oats may be substituted for the beans). These should 
be about six inches square. They can be made in the Domestic 
Science classes. 

REFERENCE BOOKS 

Games for Playground, Home, School, and Gymnasium. Jessie 
Bancroft. $1.50. Macmillan Co., New York. 

Social Plays, Games, Marches, Old Folk Dances, etc. for use in 
Indian Schools — 10 cents in coin. Government Printing Office, 
Washington, D. C. 

Popular Folk Games and Dances, Mari R. Hofer — 75 cents. A. 
Flanagan & Co., 521 Wabash Avenue, Chicago, 111. 

School Yard Athletics, No. 331 — 10 cents, American Sports 
Publishing Co. 

Girls' Athletics, No. 311: — 10 cents, American Sports Publish- 
ing Co., 21 Warren St., New York. 

Education by Plays and Games, George E. Johnson, 90 cents, 
Ginn & Co., 29 Beacon Street, Boston, Mass. 

Education Through Play, Henry S. Curtis, $1.50, Macmillan 
Co., 64 Fifth Avenue, New York, N. Y. 

Reorganized School Playground, U. S. Bureau of Education, 
Bulletin 1913, No. 40. 

Emergencies — Gulick Hygiene Series, 40 cents, Ginn & Co., 
Chicago, Illinois. 

Folk Dances and Singing Games. 

Dances of the People. 

Folk-dances of Denmark. 

Folk-dances of Finland, by Elizabeth Burchenal — Paper $1.50, 
Cloth, $2.50. G. Schwimer, 3 East 43d Street, New York, N. Y. 



24 



Physical Education 



Boy Scouts Official Handbook, Doubleday, Page & Co., New 
York, 25 cents. 

Games and Dances — Wm. A. Stecher, McVey & Co., Philadel- 
phia, Pa., $1.50. 

A Guide to Track and Field Work, Contests and Kindred Act- 
ivities. Wm. A. Stecher, McVey & Co., Philadelphia, 50 cents. 

The Country Dance Book, Parts L, II., III., IV. $1.25 each part. 
Cecil J. Sharp. American Physical Education Association, 93 West- 
ford Ave., Springfield, Mass. 

Books on the theory and practice of physical education ; by 
Emil Rath, published by the Normal College, N. A. G. U., 415 E. 
Michigan St., Indianapolis, Ind. 

Vol. I. Gymnastic Dancing, 132 pages, 40 illustrations. 

Vol. II. Free Exercises Without and With Hand Apparatus. 
198 pages, 39 illustrations. 

Vol. HI. Apparatus, Track and Field Work for Girls and 
Women. 156 pages, 21 illustrations. 

Price, $1.25 per volume, postage paid. 

Aesthetic Dancing. By Emil Rath. Published by The A. S. 
Barnes Co., 381 Fourth Ave., New York. Illustrated. Price $1.50. 



GRADES MI 



GYMNASTICS 



GRADES I-II 
Lesson I 

I. Raise arms forward fl). Lower arms (2). 
IL Hands on hips — place. Lower head backward (1). 
Raise (2). 

IIL Rise on toes — rise. Lower. 

IV. Hands on hips — place. Bend trunk forward (1). 
Straighten (2). 

V. Imitation o£ high stepping horses. Running in place with 
raising knees foreupward. 

VI. Hands on hips — place. Turn trunk right (1). Return 

(3)- ... 

VII. Raise right foot backward and hop eight times on left 

foot. Begin — halt. Same on left foot. 

VIII. Raise arms sideward and inhale. Exhale. (The rhythm 
of breathing exercises should be adopted to the normal breathing 
rhythm of the pupils). 

Lesson II 

I. Raise arms sideward — 1. ^love arms forward (clapping 
hands)— 2. Return 3-4. 

Note : Arms are shoulder level and forced slightly backward. 
When raised sideward, palms are down, fingers together, wrists 
straight and thumbs against first finger. When arms are moved 
forw^ard see that pupil has the arms straight. 

II. Raise hands front of shoulders — raise. Bend upper trunk 
backward — 1. Straighten — 2. 

Note : The hands are raised upward along the median line 
and moved forcibly outward, until they are directly in front of the 
shoulders, wrist and forearm in line. The elbows are completely 
flexed and draAvn slightly backward. Forearm and upper arm are 
horizontal. Bending upper trunk backward starts with lowering 
the head backward. The bending of the trunk should be confined 
to the upper region ; bending in the lumbar region being an unde- 
sired element. Contraction of the abdominal muscles and eleva- 
tion of the chest are accompanying features. 



28 



Physical Education — Grades I-II 



III. Raise "arms sideward — raise. Raise left knee forward — 
raise. Lower. Same right. 

Note : Hips and knee are flexed to a right angle, thigh hori- 
zontal, lower leg and foot vertical, toes pointed forcibly downward, 
trunk and head erect. 

IV. Raise hands front of shoulders — raise. Lower trunk for- 
w^ard — 1. Raise — 2. 

Note : The movement takes place mainly in the hip joints, the 
spine being kept as straight as possible ; the chest remains arched 
and the head must not be lowered. Distinguish between lowering 
the trunk and bending as in the first lesson. Trunk exercises are 
executed slow^ly. 

V. Hands on hips — place. Alternately and quickly raise the 
left and right knees forward — 1, 2; 1, 2; etc. 

VI. Raise arms sideward — raise. Bend trunk left — 1. 
Straighten — 2. Bend trunk right — 3. Straighten — 4. 

Note : The body is bent directly to the side, the movement 
taking place at the waist, the upper trunk and chest retaining their 
correct positions. Knees straight and both feet flat on the floor. 
The arms must remain in line with the shoulders. 

VII. In place with clapping hands on the first of every two 
counts — March. 

Note : Do not allow a shuffling of the feet. Have pupils 
march on toes, as quietly as possible. 

VIII. Raise arms sideupward and inhale. Exhale and lower. 
Note : Inhale through the nose — exhale through the mouth. 

Lesson III 

I. Raise hands front of shoulders — raise. Fling arms side- 
ward — 1. Return — 2. 

Note : The hands are raised upward along the median line and 
moved forcibly outward until they are directly in front of the 
shoulders, wrist and forearm in line. The elbows are completely 
flexed and drawn slightly backward. Forearm and upperarm are 
horizontal. The arm flinging sideward should be done forcibly 
and quickly. 

II. Hands on hips — place. Lower head forward — 1. Raise — 2. 
Backward — 3. Raise — 4. Lower head left — 5. Raise — 6. Right — 7. 
Raise — 8. 



Gymnastics 



29 



Note : The head is slowly tipped forward, the chin approaching 
the neck. The backward lowering involves the whole neck and is 
accompanied by a slight raising of the chest. The chin is drawn in 
with the raising. Head exercises are executed slowly. 

III. Hands on hips — place. On toes — rise. Knees deep — bend. 
Straighten. Heels — lower. 

Note : The ankles are thoroughly extended, the heels separating. 
Head and chest erect, knees thoroughly flexed and spread apart — the 
pupils sitting on the heels. 

IV. Bend trunk backward — 1. Straighten — 2. Bend trunk 
forward (touching floor with fingers) — 3. Straighten — 4. 

Note : Keep knees straight. In the backward bending chin is 
kept in. Trunk movements are executed slowly. 

V. Chopping. Ready ! 1, 2, 3, 4 ; 1, 2, 3, 4, etc. Halt ! 

Note : On the command, Ready ! pupils jump and spread their 
feet apart to a sidevvard stride position, at the same time folding 
hands with fingers intertwined and laying the clasped hands over 
the left shoulder. They are now in position ready to swing the axe. 
On "1" pupils bend trunk forward and at the same time "chop" with 
stiff arms, the clenched hands being forcibly brought down between 
the knees. On count "2" the body is straightened and the clasped 
hands brought back over the right shoulder. Count "3" means 
another "chop" and count "4" brings the pupils to starting position 
with the axe over the left shoulder. 

VI. Raise arms sideward — raise. Turn trunk left — 1. Re- 
turn — 2. Turn trunk right — 3. Return — 4. 

Note : Arms are raised shoulder level and kept on that level 
while the trunk is turned. Allow no movement of the feet in turning 
the trunk. The trunk is turned by twisting the shoulders ; the hips, 
however, should remain in place so that the twust is in the trunk. 

VII. Eight steps forward, clapping hands on the first and fifth 
counts — March. Face to the rear and repeat. 

Note: Do not allow a shuffling of the feet. Have pupils march 
as quietly as possible. 

VIII. Raise arms sideupward — rise on toes and inhale. Lower 
and exhale. 

Note : The rhythm of breathing exercises should be adopted to 
the normal breathing rhythm of the pupils. Close all gymnastic 
lessons with breathing exercises. 



30 



Physical Education — Grades I-II 



Lesson IV 

I. Swing arms foreupward — 1. Lower foredownward— -3. 
Repeat rapidly — 1, 2 ; 1, 2 ; 1, 2, etc., eight to sixteen times. 

Note: Do not allow a swaying forward of the hips when the 
arms are moved upward. 

II. Hands on hips — place. Stride left sideward and lower head 
backward — 1. Return — 2. Stride right sideward and lower head 
backward — 3. Return — 

III. The Stork. Raise arms sideward and raise the left leg 
with bent knee, placing the left ankle in front of and against the 
right knee — 1. Lower leg and arms — 2. Same with right leg — 3-4. 

Note : This is a balancing exercise and represents a stork stand- 
ing on one foot and raising its wings. Take the exercise slowly. 

IV. Hands front of shoulders — raise. Lower trunk forward 
and move arms sideward — 1. Raise — 2. Repeat several times 1, 2 ; 
1, 2 ; 1, 2 ; etc. Hands lower. 

Note. In lowering the knees and back are kept straight. The 
chest remains arched and head up. 

V. Riding the Bicycle. Ready, Ride! 

Note: On the command Ready! the children place one hand 
flat on the top of each desk at their side. On the command Ride ! 
they lift the feet from the floor, supporting the body on their hands, 
and with their legs go through the motions of riding a bicycle. The 
chin and chest are kept up throughout. This is continued five or ten 
seconds according to the pupil's ability. Then the command Down ! 
is given. Repeat three or four times. 

VI. Hands rear of head — place. Bend trunk left — 1. Straighten 
— 2. Bend trunk right — 3. Straighten — 4. 

Note : In placing "hands rear of head" the arms are raised side- 
ward and the forearms bent so that the finger tips touch at the base 
of the skull. The hand, wrist and forearm are in line and the elbows 
directed slightly backward. The head must not be pushed forward. 

VII. Hands on hips — place. Four steps forward, four steps 
backward (eight counts). Repeat several times. 

VIII. Raise arms sideupward, rise on toes and inhale. Lower 
and exhale. 

Lesson V 

I. Swing arms sideupward — 1. Lower arms sidedownward — 2. 
Repeat rapidly 1, 2 ; 1, 2 ; 1, 2, etc., eight to sixteen times 



Gymnastics 



31 



Note : The arms are kept stiff and straight — no bend at the 
•elbows. 

II. Hands rear of head — place. Lower head forward — 1. 
-Straighten — 2. Repeat eight or ten times. 

Note : Elbows are kept well back and the wrists straight. 

III. Raise the left leg backward and the arms foreupward — 
raise. Lower. 

Note : This is a balancing exercise and should be taken slowly. 
The leg that is raised is straight with the toes thoroughly extended. 
Stretch as high as possible with the arms. Chest and head erect. 

IV. Lower trunk forward and place hands in front of should- 
ers — 1. Straighten trunk and lower arms — 2. 

Note: In lowering the trunk, the back is kept straight and 
liead up. 

V. Rowing a boat. Ready ! Begin ! 1, 2 ; 1, 2 ; etc. Halt ! 

Note : On the command Ready ! the pupils quickly and quietly 
take their own seats but with feet in the aisles, all facing one side 
wall. One hand grasps the nearest .corner of the top' of the desk, the 
other grasping the top corner of the backrest. Thus the pupils hold 
their "oars." The heels are together in the aisle and feet flat on the 
floor. On count "one" the pupils holding their "oars" bend the 
trunk forward bending the elbows but keeping the chin up and feet 
firmly on the floor; the whole act representing a pull on the oars. 
On the count "two," pupils straighten the arms (but keep hold on 
the desks), bend the trunk as far back as possible and keeping the 
chin slightly elevated. The counting should be slow and regular 
(not sharp) and the teacher may insure good rhythm by waving one 
arm from side to side. If the room has double desks, half the class 
bends forward and their partners in the same seat bend backward 
on the count "one." On count 'two" they all bend in the opposite 
direction. This prevents collisions. On command Halt ! pupils stop 
rowing. 

VI. Hands rear of head — place. Turn trunk left — 1. Return 
— 2. Turn trunk right — 3. Return — 4. 

Note : There should be no movement of the feet when the trunk 
is turned. The turning should take place mainly in the shoulders 
and upper trunk. 

VIL Hands on hips — place. Four steps forward, turn left- 
about (one-half turn) in four steps, four steps forward and turn 
left-about in four steps. Repeat — turning right-about. 



32 



Ppiysical Education — Grades I-Il 



VIII. Raise arms forward — raise. Move arms sideward and 
inhale. Move forward and exhale. Repeat six or eight times. 

Lesson VI 

I. Bend arms to thrust — 1. Thrust arms sideward — 2. Re- 
turn— 3— 4. 

Note: In bending arms to thrust, the hands are closed to a 
fist, raised toward the median line and upward to the side of the 
shoulders with the palms directed toward them. The forearm (from 
fist to elbow) assumes a vertical position with the elbows close to 
the side, knuckles outward. Thrust arms sideward vigorously. 

II. Turn head left — 1. Return — 2. Raise hands front of 
shoulders — 3. Lower — 4. 

III. Bend knees deep and raise arms forward — 1. Straighten 
knees and lower arms — 2. 

Note : This is a balancing exercise and should be taken slowly. 
The heels are raised as the knees are bent. Back straight, chest and 
head up. 

IV. Bend trunk forward and raise arms sideward — 1. 
Straighten trunk and lower arms — 2. 

Note : In bending the back is round and head down. Arms 
level with the shoulders and straight out at the sides. 

V. See-Saw. Begin! I, 3; 1, 2, etc. 

Note : Keep arms and legs stiff (the arms are raised sideward) 
and on count "1" bend the trunk left sideward; on count "2" bend 
to the right. Keep head up. 

VI. Turn trunk left and place hands front of shoulders — 1. 
Return and lower arms — 2. 

Note: There should be no movement of the feet or knees 
when the trunk is turned. 

VII. Hands on hips — place. Four steps forward, turn left-about 
(one-half way around) in four steps; four steps forward and turn 
left-about in four steps. Repeat — turning right-about. 

VIII. Lower head slowly backward and inhale. Straighten 
and exhale. 

Lesson VII 

I. Stride left sideward and bend arms to thrust — 1. Thrust 
arms upward — 2. Return — 3 — 4. Same right. 

Note : In striding the weight is equally divided on both feet, 
knees straight, heels on the floor. 



Gymnastics 



33 



II. Raise arms sideward — 1. Lower head backward — 2. Re- 
turn — 3 — 4. 

III. Rise on toes and raise arms sideupward — 1. Lower — 2. 
Bend trunk forward and place hands on hips — 3. Straighten — 4. 

IV. Hands on hips — place. Bend the trunk backward — 1. 
Straighten — 2. Bend knees deep — 3. Straighten — 4. 

V. The Tree. 

(a) Shaking the leaves. Begin! 1, 2, 3, 4, 5, 6, 7, front; 1, 2, 3, 
4, 5, 6, 7, side ; 1, 2, 3, 4, 5, 6, 7, up ; 1, 2, 3, 4, 5, 6, 7, Halt ! 

(b) Sw^inging the boughs. Begin ! 1, 2, 3, 4, 5, 6, 7, side ; 1, 2, 
3, 4, 5, 6, 7, Halt ! 

(c) Hands on hips — place. Bending the trunk. Begin ! 1, 2, 
3, 4, 5, 6, 7, side ; 1, 2, 3, 4, 5, 6, 7, Halt ! 

Note : Hands are leaves, arms are boughs, body is the trunk. 
The three movements in this exercise are symbolic of the shaking 
of the leaves, swinging of the boughs, and bending of the trunk 
when the wind blows. The}^ are done as follows : 

(a) Shaking the leaves. On the command Begin ! the chil- 
dren with arms down vigorously shake the hands, which are held 
loosely at the Avrists for eight counts ; but the teacher instead of say- 
ing 8, substitutes the command — front ! when the pupils raise their 
stiff arms forward and shake the hands in that position also for 
eight counts. Here the command side ! is substituted for the eighth 
count and the arms are swung sideward where the hands continue 
to shake for the next eight counts. Here again the command up ! is 
substituted for the eighth and pupils swing arms high up where they 
continue shaking hands until the command halt ! is given. Then 
pupils quickly drop arms to their sides. This entire exercise is gone 
through without losing a count as are the next two sections. 

(b) Swing the boughs. On the command Begin ! the pupils 
swing the stiff arms fore-upward on "1," and fore-downward on ''2," 
fore-upward again on "3," and fore-doAvnward on *'4," and so on 
until the eighth count, when the teacher substitutes the command 
side ! then the stiff arms are swung side-upward and side-downward 
for eight counts. 

(c) Bending the trunk: On the command Begin! pupils bend 
trunk forward on "1," backward on "2," forward on "3," backward 
on "4," etc. until the command side ! is given when they bend left 
sideward on "1," right sideward on "2," etc. until the command 
halt! is given. 



34 



Physical Education — Grades I-II 



The entire "tree" exercise should be done in good form, the cor- 
rect positions of the body being insisted upon. 

VI. Hands on hips — place. Bend trunk left — 1. Straighten 
— 2. Straighten arms downward — 3. Return — 4. Same right. 

VII. Four steps forward, four steps in place, four steps back- 
ward, four steps in place, with clapping hands on the first of every 
four steps — March ! 

Note : Do not allow a shuffling of the feet. The marching in 
place is done with raising the knee forward just enough to bring the 
foot ofif the floor. In returning the foot to the floor the ball of the 
foot is brought down first and the heel lowered gently. 

VIII. Raise arms fore-upward and inhale. Lower arms side- 
downward and exhale. Repeat six or seven times. 

Lesson VIII 

I. Bend arms to strike — 1. Strike arms sideward — 2. Re- 
turn— 3-4 

Note : In bending arms to strike the hands are closed to a 
fist, the arms are raised sideward and bent forcibly at the elbows so 
that the fists will be directly over the shoulders. The knuckles are 
directed backward, forearm and wrist are in one straight line and 
the upper arms (from elbow to shoulder) are horizontal and slightly 
pressed backward. Elbows are kept shoulder level. In striking 
sideward the arms are straightened forcibly. (Distinguish be- 
tween ''bending arms to thrust" and "bending arms to strike.") 

II. Stride left sideward and place hands on hips — 1. Turn 
head left — 2. Return — 3-4. Same right. 

III. Rise on toes and bend arms to thrust — 1. Bend knees 
deep — 2. Return — 3-4. 

IV. Stride left sideward and raise hands front of shoulders — 1. 
Lower trunk foreward and fling arms sideward — 2. Return — 3-4. 
Same right. 

Note : Keep both feet flat on the floor, knees and back straight, 
and head up. (Distinguish between "lowering the trunk forward" 
and "bending the trunk forward.") 

V. Bull Frog. 1, 2, 3, 4—1, 2, 3, 4, etc. 

Note : On count 1 pupils bend knees deep with heels raised^ 
knees spread apart and body and chin erect; and grasp the cor- 
ners of the seats at their sides with each hand. On count 2 the}^ 
throw back the feet with heels together and knees straight so that 



Gymnastics 



35 



the body is supported by the hands and toes, with heads up and 
elbows straight. On count 3 they jump again to the sitting posi- 
tion as on first count. On count 4 they straighten up to the original 
standing position. 

VI. Place hands rear of head — 1. Turn trunk left — 2. Re- 
turn — 3-4. Same right. 

Note : Keep head up, elbows well back, feet and knees still. 

VII. Eight steps forward with bending arms to thrust on 1. 
Thrusting arms sideward on 2, returning arms on 3, and lowering 
arms on 4, and repeat 5. 6, 7, 8. Face left about and repeat 1 to 8. 

VIII. Hands front of shoulders — Raise. Move arms side- 
ward (slowly) and inhale. Return and exhale. Repeat several 
times before lowering arms. 

Lesson IX 

I. Bend arms to strike — 1. Strike arms upward — 2. Re- 
turn — 3-4. 

II. Turn head left — 1. Return — 2. Lower head backward — 
3. Return— 4. 

III. Picking fruit. Raise heels, raise right arm upward and 
lower head backward — pick. Lower heels and arm and place fruit 
in basket at left side — place. Same right. 

lA^. Hands on hips — place. Bend trunk backward — 1. Bend 
trunk forward — 2. Bend trunk backward — 3. Straighten — 4. 

V. Sawing wood. Face seat and place left foot on it. The 
saw is grasped with both hands. The arms are bent and the trunk 
bent backward — 1. The arms are straightened and the trunk 
bent forward — 2. Change with right foot on seat. 

VI. Batting baseball. Face right, stride left sideward hands 
over right shoulder — face. Turn trunk right — 1. Turn trunk left 
and swing arms forward and to the left — 2. Return — 3. Repeat 
several times. Same batting from left side. 

VII. Face partner in opposite row and grasp hands — face. 
Four gallops to the front — begin 1-4. Clap hands four times — 
clap 5-8. Repeat to rear 1-8. 

VIII. Hands on hips — place. Exhale and lower trunk for- 
ward — exhale. Raise trunk and inhale — inhale. 

Lesson X 

I. Shoot with bow and arrow. Stride left forward and raise 
bow to position — 1. Pull right hand slowly backAvard and move 
left arm forward — 2. Come quickly to position — 3. Same right. 



36 



Physical Education — Grades I-II 



II. Hands on hips — place. Lower head left — 1. Circle head 
forward — 2. To the right — 3. Straighten — 4. 

Note : Move the head in the half circle without jerking. 

III. Birds flying. Rise on toes and raise arms sideward — 
raise. March forward on tiptoes waving arms up and down. 
March ! Halt ! 

IV. Throwing ball. Stride left forward bending forward and 
picking up ball — 1. Straighten trunk bringing hands to right 
shoulder — -2. Throw ball forward — 3. Return — 4. Repeat throw^- 
ing w^ith left hand. Also throwing ball straight up. 

V. Jack-in-the-Box. Hands on hips and knees deep — bend. 
Jump upward straightening body and return to squat stand — jump. 

VI. Cutting grass with scythe. Stride left sideward grasping 
scythe on right side of body — stride. Turn trunk left and SAving 
arms left — 1. Return — 2. 

VII. Skipping, x^lternate rows face left about. Each two 
rows skip around a. row of desks — skip. Halt. 

VIII. Rise on toes, raise arms sideupwards and inhale — 1. 
Lower and exhale — 2. 

ACTION PLAYS 
GRADES I-II 

FALL 

Autumn in the Woods 

1. (Going to sleep like frost-bitten flowers). 

Sit erect. Go to sleep. Head drop forward on chest, eyes shut. 

2. (Catching leaves in baskets and throwing them overhead). 
Standing position. Make your baskets. Clasp hands in front. 

Catch. Raise arms to height of shoulders, bending elbows so 
that arms form a circular opening. Throw. Swing arms 
overhead without unclasping hands. 

3. (Reaching up and making leaves fall). 

Reach. Swing arms high overhead and look up. Scatter. 
Pretend to scatter leaves softly on the ground. 

4. (Gathering armfuls of fallen leaves and tossing them about). 
Kneel on left (or right) knee. Body erect. Gather. Stand. 

Toss. 

5. (Running among trees). 

Run. One row follows another around the room. 

6. (Panting after the run). 

Breathe in thru nose, out thru mouth. 



Action Plays 



37 



Nutting 

1. Walk thru woods on tiptoes, lifting feet high on account of 

leaves. 

2. Climb over stone wall. Step onto seat (wall) and jump quietly 

into leaves on the other side. 

3. Reach up and shake branch. First one hand and +hen the other. 

4. Pick up handful of nuts and put in bag. Reach in ail directions. 

5. Run home with bag on one shoulder. 

6. Shake nuts out of bag. 

7. Tired, deep breaths. 

Hallov^e'en 

1. Drive to field for pumpkins. 

2. Stoop and lift up very heavy pumpkins and place one at a time 

in cart. 

3. Hurry home. 

4. Make Jack O' Lantern, cut off top, dig out seeds and throw 

them away. Cut eyes, nose and mouth. 

5. Run out with them to frighten people. 

6. Reach high up to window. Hear some one coming so stoop 

suddenly. Repeat. Try another window further up the 
street. Window much higher, can barely reach it. 

7. Run home. 

8. All out of breath from hurrying, so take deep breath. 

Making Cider 

1. Pick apples and put in barrel. 

2. Lift barrel on wheelbarrow. Every other one faces around. 

Couples stoop and lift heav}^ barrel on barrow (seat). 

3. Push wheelbarrow to shed, around room and back to places. 

4. Empty barrel into cider press. Take apples out of barrel and 

reach up and down into press. 

5. Turn handle of press. First one hand and then the other. 

6. Breathe fresh air. 

Harvesting Corn 

1. Place corn cutters over shoulders and walk to fields. 

2. Look up at tall stalks. 

3. Walk through field and cut down stalks with cutters. 

4. Shock the corn to let it dry. 

5. Open shocks. 

6. Husk corn and toss it into wagon, 

7. Horses gallop home with it 

8. Breathing. 



38 Physical Education — Grades I-II 

Thanksgiving Pies 

1. Shake flour. Both hands hold sieve. Shake from side to 

side over desk. 

2. Stir everything up as if bowl were on desk. 

3. Roll out crust. 

4. Put in oven. Take three pies, one at a time, and put in op- 

posite desks. 

5. Run out of doors while pies are baking. 

6. Take pies out of oven. 

7. Burnt fingers, blow them. 

8. Smell the pies, they are so good. 

The Carpenter 

1. Put on coat, hat and start for work. 

2. Saw board. (Place left foot on seat). 

3. Plane board. 

4. Bore holes in board. 

5. Drive nails. 

6. Hoist beams. 

7. Walk home. 

8. Breathing. 

Repairing Streets 

1. Chop cement with pick-axe. With one foot forward swing 

pick-axe high over one shoulder and then to ground. 

2. Dig cement and throw into wagon. Scoop heavy shovelfuls 

by bending close to the ground and straighten up as they 
throw cement into wagon. 

3. Drive wagon away. Each two rows run around one row of 

desks. 

4. Empty wagon. Standing near desk push lever with one hand. 

0. Fill wagon again. 
6. Breathing. 

Gathering Apples 

1. Walk briskly to the orchard. 

2. Look up to see apples. 

3. Stand on toes and reach for apples. 

4. Climb ladder into trees. 

5. Pick apples and toss to ground. 

6. Reach up and shake limbs. 

7. Climb down ladder. 

8. Pick up apples and place in bag. 

9. Sling bag over shoulder and walk briskly home. 
10. Breathing. 



Action Plays 



39 



Jack Frost 

1. Run around nipping flowers and plants. Each two rows 

around one row of desks. First snapping fingers up high 
nipping flowers on vines and then nipping the plants down 
low. 

2. Touch leaves. Reach up high and turn over leaves. 

3. Spread frost pow^der over fields. Stoop and scatter it all 

around. 

4. Cover brook with thin ice. Each two rows around one row 

of desks. As they come to brook in front of each row they 
jump over it. 

5. Fairies are happ}^ over their w^ork and dance around. 

6. Tired out. Breathing. 

Soldiers 

1. Marching with guns. Boys whistling "Marching Thru 

Georgia," and the leader in each row, drumming. Captain 
stands on a chair in front of room and as each one goes by 
they salute him. 

2. Target practice. Cock guns over knees. First shoot from 

the standing position, then kneeling, on one knee. Say 
"Bang" as the trigger is pulled. 

3. Hoist the American flag. Reach up high with one hand and as 

it is pulled down, the other hand goes up. At each pull bend 
the knees. 

4. All give the flag salute. 

5. Blow bugle. Both hands held to mouth as if holding bugle. 

Take deep breath and give bugle call. 

Washing 

1. Wash clothes. Seats raised. Stand between seat and desk 

facing front of room. Use back of seat in front of each 
child as washboard. Lean well over and scrub hard. 

2. Put clothes thru wringer. Stand in aisle, facing side of room. 

Left hand guides clothes while right hand turns handle. 

3. Run with basket to clothes line. Basket held high over head. 

Each two rows run around one row of desks. 

4. Shake out clothes and hang them on line. Shake clothes with 

both hands and then reach up on tiptoes to hang clothes 
on line. 

0. Run out to play while clothes dry. Each two rows run around 
one row of desks. 

6. Breathing. 



40 



Physical Education 



— Grades I-II 



The Playground 

1. Run across street to playground. Two rows around one row of 

desks. (Children may roll hoops as they run). 

2. Going down the slide. Climb up the ladder (facing seat). At 

signal one hand is put on desk and one hand on back of seat. 
Children jump so that they sit on seat w4th their legs straight 
out in front of them, facing side of room. Climb ladder again 
and jump back over seat. 

3. The Merry-Go-Round (Giant Stride). Each two rows run 

around one row of desks, both arms raised high, as if holding 
on to rope. 

4. The See-Saw. Three lines for each "See-Saw." Children in 

lines 1 and 3 (outer lines) face in. Those in middle line act 
as the "teeter" and stand facing front of room with arms ex- 
tended toward the outer lines. Children in lines 1 and 3 bend 
knees and stand on tip-toes, alternately, as the hand moves 
them up or down. 

5. Run home. Two rows around one row of desks. 

6. Breathing. 

Ironing 

1. Gather clothes. Reach up and take off clothes pins. Take down 

clothes, fold and lay in basket on the ground. 

2. Carry clothes basket into house (basket over head). Each two 

rows run around one row of desks, 

3. Sprinkle clothes. Shake clothes, spread smoothly on desk and 

sprinkle. Roll tightly. 

4. Place irons on stove. Stoop with straight back and bent knees 

to get irons beneath stove. Stand up straight and place irons 
on stove. 

5. Iron clothes. Use desk as table. 

6. Breathing. 

Automobile 

1. Stooping, crank automobile. First one hand, then the other. 

2. Run around room steering and blowing horn, 

3. Flat tires, so have to pump them. 

4. Tired from bending, so stretch arms up high. 
5 Ride home. 

6. Breathe in fresh air. 



Action Plays 



41 



WINTER 

The Christmas Tree 

1. Going after the tree. Run and walk out to the woods to get the 

tree. Qimb part way up hill to get a large one. 

2. Chopping down tree. Raise arms overhead and go through mo- 

tions of chopping, first left side and then right. Cut off the 
little branches around base. 

3. Carry tree home and put it up. Children place hands behind 

them, lean forward and drag tree home. Two row^s around 
one row of desks. Place in box already made and fasten se- 
curely to floor. 

4. Trimming the tree. Bend down, get tinsel, stars, candles and 

other ornaments to decorate tree. Reach high up, trimming 
the top first. Hang up presents which have been brought to 
the house. 

5. Dance around the tree in joyous Christmas fashion. 

6. Give out presents 

7. Blow out candles. 

Christmas Toys 

1. Jack in the box. Teacher makes downward motion with hand 

as if closing lid of box and all children stoop down. Raises 
hand quickly and childen jump up to standing position. 

2. March — Beating drums. 

3. Each row forms a train of cars. The first child in each row has 

his hands on his hips. Those behind place their hands on shoul- 
ders of child in front. Short steps around on toes, making 
"Choo-choo" of engine. 

4. Jumping Jacks. Teacher makes motion as if pulling string up 

and children jump into air with feet apart, bringing them to- 
gether when they land. Arms are brought straight out to side 
and down again while jumping. 

5. Shoot off toy gun. Kneel and pull trigger saying, "Bang!" 
f). Blow^ up new foot ball. 

Coasting 

1. Drag the sled up the hill. Two rows around one row of desks, 
bending knees up high and stooping while walking with hands 
in back as if holding rope. 

2 All push sled and jump on. Face seat and push it wnth both 
hands while taking three or four steps. At a given signal one 
hand is put on desk and one hand on back of seat, children 
jump so that they sit Avith knees out straight in front of them, 
facing side of room. 



42 



Physical Education — Grades I-II 



3. Hold ropes tight with straight arms, but pulling first one arm 

and then the other as if to steer around corner. 

4. Jump off. They jump off into next aisle. Turn, face seat and 

coast down hill again. Repeat. 

5. Toes cold, so jump in place to get them warm. 

6. Deep breaths and blow on fingers to get them warm. 

A Play in the Snow 

^. All are sleepy. Heads on desks. 

2. Wake up and sit straight, stretching arms as though just wak- 

ing. What shall Ave do to make us lively? Go out in the 
snow and play. 

3. Hurry to best standing position. 

4. Pull on rubber boots, first right and then left. 

5. Pull cap over ears (elbows kept out and back). 

6. Very cold day. Arms must be warmed. Arms out at side. 

Fling them across chest and slap opposite shoulders. 

7. Stoop way down and pick up handful of snow, make snow 

ball while standing erect. Throw snow ball at some spot in 
room with right arm. Repeat and throw with left arm. 

8. Walk through snow drift with hands on hips, lifting feet and 

knees high with each step. 

9. Run home. 

10. Take in long breaths of fresh air, raising the arms straight 
from the sides to shoulder height as breath is taken in, low- 
ering them as breath goes out. 



Snow Fort 

1. Walk through field of deep snow. Each two rows around one 

row^ of desks bringing knees up high. Shovel held over one 
shoulder. 

2. Shovel snow into big piles to make the fort. Shovel first on 

right and then on left side, throwing the snow higher and 
higher as the fort increases in height. 

3. Pat it down on top with the shovel. This should be done up 

high and around in a circle as if fort surrounded them. 

4. Snow ball fight. One half of room against the other half. 

All make snow balls, then one-half throw them at other 
Avhile the latter dodge them or drop them behind desks at 
each throw. 

5. Repeat ; the first side dodging and second side throwing. 



Action Plays 



43 



6. Walk home through the deep snow, lifting knees high and 

taking long steps. 

7. Take in deep breaths of cold air. 

Santa Claus' Visit 

1. Santa puts on his coat, cap, mittens and boots. 

2. Looks at the sky. 

3. Jumps into sleigh. 

4. Pulls on reins. 

5. Jumps from sleigh and warms hands, feet and arms. (Run 

in place, swing arms and rub hands). 

6. Goes down chimney. (Bend knees slowly as if disappearing). 

7. Read names on stockings. (Bend head from side to side). 

8. Place presents in stockings and on floor and table. 

9. Climb up rope through chimney. 
10. Breathe deeply after hard work. 

Snow Man 

1. Pull on rubber boots. Bend knee up and stretch arms. As 

3^ou straighten knee, bend arms, pulling on boot. 

2. Snow falling outside. Reach up and bring hands lightly down 

to floor, bending at waist. 

3. Walking through snow. Bend knee high and reach forward 

with foot. Put foot down and straighten up. Repeat other 
foot, etc. 

4. To make snow man, roll balls of snow. Stoop down, gather 

up and roll to front of room. First make body. Run back 
and make another to make head, etc. (When complete have 
a child come forward for snow man). 

5. Make snow balls. Kneel on one knee and gather up handfuls 

and press hand on knee. 

6. Throw at man, first left then right. As ball hits head child 

drops head forAvard. Then one arm drops and then the 
other. Finally legs are hit and child drops to floor in a heap. 

7. Breathe deeply to get warm. 

Countries 

1. Holland. Windmills. Two children stand back to back with 
their right arms obliqueW side-upward, left arm at side. As 
they bring their right arm to side the left arm goes up. This 
movement is continued together. Children are all divided 
into couples for this. 



44 



Physical Education — Grades I-II 



2. Venice. Poling gondola. Bring arms forward and back on the 

right side as if pushing gondola. Repeat on left side. 

3. Scotland. Playing bagpipes. Walk around taking deep breaths 

and playing some tune. 

4. Switzerland. Mountain climbing. Walk around with high 

steps, using mountain staff to help them. 

5. Japan. Walking with quick short steps. 

6. Breathing-. 

The Woodman 

1. Reach up for caps, coats, mittens and axes. 

2. Wade through deep snow. 

3. Look up at trees. 

4. Chop down trees. 

5. Saw them into logs with cross-cut saw\ 

6. Carry armful of wood home. 

7. Breathing. 

Coming to This Country 

1. Rowing out to large ship. Sitting in seats, facing side of room, 

feet flat on floor, pull hard. 

2. Climbing ladder to get into ship. One hand reaching up' and 

opposite knee raised high, bend arm and put foot on floor, 
stretch arm and raise other foot. 

3. Pulling up anchor. One foot forward, stoop and pull first with 

one hand and then with other, leaning over desk. 

4. Hoisting sails. Reach up with one hand, pull down and at 

same time up with other, etc. 

5. High waves make the ship' go up and dow^n. Rising and sink- 

ing on toes, and when it gets very rough bend knees. 

6. Row to shore. 

7. Deep breathing after hard row. 

Motor Cycle 

1. Pump up tires. 

2. Push motor .cycle and jump on. Facing seat with one hand on 

seat and one on desk, as if grasping handles, run in place. 
Jump and sit on seat with feet out in front, facing side of 
room. 

3. Sitting, pump up and down with feet to start motor. 

4. Run, steering the machine. Each row runs around one row of 

seats. 

5. Walk up stairs into house. 

6. Breathing. 



I 



Action Plays 



45 



Ice Play 

1. Reach up high for cap, coat, mittens, and put them on, 

2. Pull on boots, leggings, etc. 

3. Run to the lake. 

4. Put on skates. Skate singly or by twos. 

5. Saw blocks of ice. (To store in ice-house). 

6. Haul onto sleds Avith pulleys. 

7. Warm hands and arms. (Swing arms around and let hands 

strike opposite shoulders). 

8. Warm feet. (Run in place). 

9. Skip home. 

10. Breathe deeply. 

Valentine's Day 

1. Running to the house where the valentines are to be dropped. 

Tavo rows around one row of desks. 

2. Climbing the steps. 

3. Reach up and drop valentines into letter box. 

4. Reach up high Avith both hands and pull bell. Stamp feet on 

porch. Run doAvn street. 

5. Choose a child to represent the inmates of the house. He sits 

on the first desk facing back of room with his hands over his 
face (closed door). Suddenh^ he parts his hands and looks 
out, Avhereupon the children crouch quickly down on the 
floor. He closes his eyes (goes indoors) and the children 
rise. 

6. Run to another house. Slip A^alentines under door, 

7. Repeat 4 and 5. 

8. Run home. 

8. Deep breathing. 

Indians 

1. Paddle in canoe to Avoods. Sitting on desks. 

2. Have on moccasins, so Avalk on tiptoes through woods, one 

hand shielding eyes and looking all around as you go scout- 
ing along. 

3. Shooting arroAvs. Kneeling on one knee, stretch arms and aim. 

DraAv one arm back and make soft hissing noise as arroAv 
goes through air. 

4. Run forAvard to deer you haA^e shot. 

5. Stoop and pick up, throwing OA^er shoulders. 

6. Walk back to canoe, as if Avith heavy Aveight on back. 

7. Place deer in canoe. 

8. Paddle home. 

9. Out of breath, deep breathing. 



46 



Physical Education — Grades I-II 



Cowboys 

1. Lasso the pony. Twirl the lasso over the head in large circles, 

first with right hand about eight times and repeat with left. 
Throw lasso, lean well forward, arm stretched out. 

2. Gallop' on ponies, each two rows around one row of desks. 

3. Cowboy's trick — throw a ball way up in air and then pull out 

revolver, aim and shoot, saying ''Bang" as trigger is pulled. 

4. Gallop around and at signal from the teacher all stoop while 

still galloping and pick up a handkerchief and wave it in air 
until seat is reached. 

5. Deep breathing. 

SPRING 

Cleaning the House 

1. Run to store to buy new broom. Two rows run around one 

row of desks. 

2. Wrap cloth around broom and brush wall. Stretch up on tip 

toes reaching very high in order to get down all possible 
dirt. 

3. Reach down, roll up rugs and carry out of doors. Put rugs 

on ground and sweep vigorously. 

4. Hang on line and beat them with carpet beater using first 

right hand then left. Have children place foot forward 
when striking with right. 

5. Carry rugs into house and place on the floor. 

6. Dust furniture, pictures, etc., very carefully taking pains to 

reach everything both high up and down low. 

7. Very tired from bending over so stretch arms high over head 

taking in some good deep breaths. 

Circus 

1. One half of class are elephants, the other half children. Ele- 

phants and children face each other. Children have pea- 
nuts in large bag on floor. Stoop down, get a handful of 
peanuts and throw to elephants. Repeat several times. 

2. Elephants form trunk by clasping hands in front. As pea- 

nuts are tossed, they swing trunks high up in the air, catch 
peanuts and carry them to mouth. 

3. One child chosen for "Ringmaster," (teacher may be "Ring- 

master") other children, horses. Ringmaster snaps whip. 
Horses gallop in place. Second time whip is snapped, trot ; 
third time, high stepping. 



Action Plays 



47 



4. Chariot race. All face side of room. Even rows stand with 
arms raised forward driving. Odd rows raise arms sideward, 
grasp hands and gallop in place. 

6. All form band. Two rows beating drums, two playing fife, 
two rows playing trombone. Each two rows run around 
one row of desks keeping in step with music. 

6. Two rows walk around one row of desks and all imitating 

some clown's trick such as balancing stick on chin, juggling 
balls, walking tight rope. 

7. Breathing. 

Picking Spring Flowers 

1. North wind going home so grass and flowers can grow. Run 

around room. Two rows around one row of desks. 

2. Rain falling to make ground soft. Raise arms high at side, 

let them fall slowly to side with fingers fluttering. Rain 
may fall to ground " (floor) ; stoop and let fingers come to 
floor. 

3. Making flowers grow. Bring the arms in close to body and 

stretch arms upward. 

4. Skip to the woods for flowers. Let two rows of children skip 

around one roAV of desks. 

5. Picking flowers. Stoop, pick a few flowers, then stand, stoop 

again, pick, stand, etc. 

6. Run home. 

7. Smell flowers — deep breathing. 

Making Garden 

1. Reach up for hats and coats, spades and rakes. 

2. With spade and rake over shoulder skip to garden. 

3. Spade up garden. Push spade into earth and turn earth over. 

4. Rake earth. 

5. Pick up stones and throw them into piles. 

6. Plant seeds from sack. 

7. Run thru paths in garden. 

8. Breathe deeply. 

Birds Learning to Fly 

1. Mother bird and little birds stretch wings. 

2. Look at sky to see if day is pleasant. 

3. Fly around. 

4. Hop on ground. 



48 Physical Education — Grades I-II 

5. Children scatter crumbs for them. 

6. Birds fly back to nests. 

7. Tired, deep breathing — raising and lowering wings. 

May Queen 

1. Pick daisies for a chain. Each two rows run around one row 

of seats. After every nve or six steps, stoop and pick a few 
daisies and put in basket, hanging on left arm. 

2. May Queen is chosen and sits on chair in front of room. 

3. Run around room, one at a time, lay flowers at Queen's feet as 

they pass. 

4. Wind Ma}^ Pole. Each two rows skip around one row of seats, 

raising hand nearest desk high, as if holding streamer. 

5. At finish of dance all bow to Queen. Queen bows to children. 

6. All skip by the Queen, holding daisy chains high over heads. 

7. Breathing. Smell flowers. 

At the Beach 

1. Run down to beach. Run around room, one row at a time. 

2. Stoop and pick up 4 or 5 stones. Throw out to sea, skip stones. 

3. Dig a well in sand. Put both hands on handte of shovel, one 

foot up. Push down with foot, stoop and throw sand over 
shoulder. 

4. See how near you can come to water without getting feet wet. 

Three or four steps forward and then run back quickly ls 
waves come. 

5. Wading. Two rows around one row of seats. Lift knee high 

at each step. 

6. Run home. 

7. Breathing. - 

Build a Fire in Stove 

1. Go down stairs. 

2. Chop wood for kindling. Kneel on one knee, hatchet in one 

hand, hold wood with other. 

3. Carry armful upstairs. 

4. Lay the fire. Stoop and pick up papers, then put in stove. 

Put some kindling in. 

5. Some kindling too long. Break it over edge of stove (desk). 

6. Light fire with three matches. Breathe deeply and blow each 

one out after lighting the fire with it. 



Action Plays 



49 



Fishing 

1. Digging bait. One foot raised as if on shovel, and hands on 

handle. Push down with both. Then stoop and throw to 
right. Same to left. 

2. Row^ out in boat. Sitting on desk facing back of room, feet 

on seat. 

3. Throw line into water. 

4. Pull in big fish, hand overhand. Repeat on right and left 

sides. 

5. Row to shore. 

6. Walk home, with string of fish. 

7. Breathe deeply. 

Putting in Coal. 

1. Driving wagon to home. 

2. Pulling up window. It is down low and have to stoop and 

push upward two or three times to get it open. 

3. Climb into w-agon. 

4. Shovel the coal. 

5. Pull up coal chute. Stoop with feet apart, reach forward and 

pull arms hard. Repeat three times. 

6. Drive home. 

7. Breathe deeply. 

Making Ice Cream 

1. Stir ice cream before freezing. Seats raised, stand between 

seat and desk facing front of room. Stir large bowl on top 
of desk. 

2. Pour mixture into freezer on floor and carry down stairs. 

(Careful high steps in place). 

3. Raise hammer over shoulder and crack ice into small pieces. 

4. Pack around freezer. Take handfuls from box on floor and 

pack in freezer on desk. 

5. Freeze cream. Turn large handle with one hand and then 

with other. 

6. Breathing. 

Swimming 

1. Jump over waves. Join hands and when teacher claps hands 

it is a signal that a wave is coming and all children jump. 

2. Swim around room making swimming motion with arms. 

3. Climb on raft (seat) on knees. 

4. Jump noiselessly into water, backward. 



50 



Physical Education — Grades I-Il 



5. Hop, skip and jump on beach to get warm. All toward front 

of room and turning around return to place. 

6. Breathe in salt air. 

Moving. 

1. Carry trunks and chairs out of house and place on ground near 

van. Each two rows around one row of desks. 

2. Pile furniture into van. Face desk and reach over with both 

hands to take furniture from man on ground. Place on pile 
in front part of van. 

3. Run into house. (Around row of desks). 

4. Roll up rugs and carry out to van. 

5. Drive horses to new house. 

6. Breathing. 

Cutting the Grass 

1. Running law^n mow^er. Walk around pushing lawn mower 

with both hands and making "Br-r-r" to imitate sound it 
makes. 

2. Raking the grass. (Facing front of room). Reach forward 

and to either side with long strokes. 

3. Pick up big armfuls and put into wheelbarrow. 

4. Run with wheelbarrow^ to large pile of grass (around room and 

back to place). 

5. Empty wheelbarrow by taking out large armfuls and throwing 

over on pile. 

6. Breathing. 

Making Hay 

1. Walk around cutting grass with a scythe. Make large sweep 

with both arms and make swishing noise as grass is cut. 

2. Driving the horse rake around field. 

3. Pitch hay into cart. 

4. Drive hay rack home. 

5. Breathing. 

RHYTHMIC STEPS 

GRADES I-II 

The Skip-Step (Skipping) 

On 1 ; the left foot steps forward with the foot turned slightly 
outward and the w-eight of the body transferred. On 2 ; raise the 
right knee forward at the same time hopping slightly on the left foot. 
The skip is performed upon the ball of the left foot as the right 
leaves the floor in preparation for the step right. During the skip 



Rhythmic Steps 



the body is in the position of momentary flight. The step itself con- 
sumes but a slight part of the time of the ordinary marching step. 
The step is executed in march and polka rhythm. Skipping may be 
executed Avith and without raising the opposite knee forward. 

The Touch-Step (Foot Placing) 

Place the left foot forward, toes touching the floor, 1 ; step left 
forward, 2, same right, 3 — 4. 

The Closing-Step 

Explanation : On, 1 ; the left foot steps directly forward with 
the left leg extended and the foot turned slightly outward, the 
weight of the body being transferred. The right leg is extended 
backward with the toe touching the floor, the knee and ankle being 
thoroughly extended. The head and chest are raised and the gaze 
is directed to the front. On, 2 ; the right foot closes to the left with 
the heels together bringing the body in the fundamental position. 
The step is executed in march and polka time. 

1. Three closing steps forward, 1 — 6 ; the left foot leads in 
every step. Same right, 1 — 6, (right foot leading). 

Closing-Step Sideward 

Step left sideward, 1 ; close right, 2 ; repeat several times. 
Same right. 

Combination of Closing-Step and Skipping 

4 closing steps forward, 1-8 ; 8 skipping steps forward, 1-8. 

The Glide Closing-Step 

The glide consists of a sliding movement of the leading foot, 
performed on the ball of the foot with the knee slightly flexed. 
Description of execution : 

On, 1 ; the left foot slides directly forward with the knee slightly 
flexed and the foot turned slightly outward. On, 2 ; the right foot 
slides toward the left closing to the left heel at the instep. This com- 
pletes the glide to the left. The same movements occur in reverse 
order on the glide to the right. 

The Gallop-Step 

Description of execution (sideward) : 

On, 1 ; the left foot steps directly sideward with the foot turned 
sliglftly outward and the weight of the body transferred. The right 
leg is extended sideward with the toe touching the floor and the 
ankle thoroughly extended. On, 2 ; the right foot displaces the left 



52 



Physical Education — Grades I-II 



with a quick cut and is brought to the position formerly occupied by 
the left. The body weight is then transferred to the right foot with 
the extended left leg raised sideward in preparation for the next step. 
The step is executed quickly, the displacing of the foot taking place 
during only a part of one count of the measure. On the gallop step 
right these movements are reversed. The step is executed in 
march, polka and mazurka rhythm. 

1. 8 Skip steps forward, 1-8 ; 8 marching steps on place 
with turning left about, 1-8. 

Repeat all in opposite direction. 

1. Step left forward, 1 ; close right, 2 ; hop on both feet two 
times, 3-4. 

Repeat several times. 

Combination of Glide and Gallop 

Glide left forward, 1-2; right forward, 3-4; repeat 5-8; 8 gallop 
steps forward, 1-8. 

The FoUow-Step 

On 1 ; the left foot steps directly forward with the left leg ex- 
tended and the foot turned slightly outward, the weight of the body 
being transferred. The right leg is extended backward with the toe 
touching the floor, the knee and ankle being thoroughly extended. 
The head and chest are raised and the gaze is directed to the front. 
On 2 ; the right foot closes to the left at the instep, bringing the body 
in the fundamental position. The step is executed in march and 
polka time. 

Combinations 

1. Two closing steps forward, 1-4; two closing steps back- 
ward, 5-8. 

2. Four gallop steps forward left, 1-4; four gallop steps right, 

5-8. 

3. Four gallop steps left forward, 1-4; four gallop steps right 
forward, 5-8 ; }i turn left and four gallop steps left sideward, 1-4 ; 
one-half turn left and four gallop steps right, 5-8. 

4. Four glide closing steps left forward, 1-8; same right, 9-16; 
sixteen skipping steps forward, 1-16. 

5. Step-hop forward left and right. 

Explanation : Step left forward, 1 ; hop on the left foot, 2 ; 
same right, 3-4. 

6. Step left forward and raise left arm sideward, 1 ; close right 
and lower arm, 2 ; same right, 3-4 ; hop on both feet 4 times and raise 
arms to circle over head, 5-8. 



Rhythmic Plays 



53 



7. March three steps forward, beginning left, 1-3 ; place right 
foot forward (touch step), 4; repeat right, 1-4. 

8. The glide-hop left and right. 

Explanation: Glide left forward, 1; hop on the left foot, 2; 
same right, 3-4. 

9. Follow^-step with arm movements. Follow-step forward left 
and raise left arm to semi-circle over head, 1-2; follow-step right 
forward and lower arm, 3-4. 

10. Four glide steps forward, 1-8; four closing steps back^vard, 

9-16. 

RHYTHMIC PLAYS 
GRADES I-II 
Hickory, Dickory, Dock 

. Olive Knorr 



Hirs; - o, « rV-dick - o ry, dock tids tock. The monse ran up the clock, 6ck tock. The 




, clock struck one, see the mouse run, Hick - o - ry, dick - o - ry, dock, tick tock. 



Formation — Single circle of couples facing; each other. 
Arms stretched upward to represent a big clock. 
1. a. Bend towards center, 

Bend in opposite direction, 

Bend towards center, swaying as a pendulum. 
h. Stamp feet twice left and right on tick tock. 
Repeat a and b, four measures. 



54 



Physical Education — Grades I-II 



Clasp hands in front of chest on ''one," fifth measure. 

Girls encircle boys, sixth measure. 

Repeat a and h, seventh and eighth measures. 

2. Grasp partner's hands, arms sidewards. 

a. Three glides towards center, first measure. 

h. Stamp twice, hands on hips, second measure. 

Repeat a and & back to place, third and fourth measures. 

Clasp partner's hands, fifth measure. 

Keeping hold of partner's hands, run in a small circle left, sixth 
measure. 

Bend towards center and opposite and stamp twice, seventh and 
eighth measures. 

(Variations for school room.) ' Kate R. Steichmann. 

1 2 3 4 5 

Hickory, dickory, dock, tic, toe, 

6 7 8 9 10 

The mouse ran up the clock, tic, toe, 

11 12 
The clock struck one, the mouse ran down, 

13 14 15 16 17 

Hickory, dickory, dock, tic, toe. 
Children stand in the aisle, arms raised upward. 

1. Bend trunk left. 

2. Bend trunk right. 

3. Straighten. 

4. Lower one arm. 

5. Lower the other arm. (Don't spoil the fun by being too par- 
ticular about the left and right arm), 

6. Child turns to his own chair and braces himself, one hand 
on the desk and one on the back of his chair, ready to vault ; at ihe 
same time he curls up his back and makes himself as "mousy" as 
possible. 

7 He vaults quietly like a mouse into standing position on his 
chair, thereby imitating the quiet and speed of the mouse mounting the 
clock. 

8. He points to the clock hanging on the wall. 

9, 10. Holds the position. 

11. Clap hands once and bend quickly, grasping desk and chair- 
back as before, ready for jumping off the chair backward. 

12. Child jumps quietly like a mouse. (If they are not good 
mice the first time, don't be discouraged. Pick out the noisy ones and 



Rhythmic Plays 



55 



let the cat get them. Pause long enough after this before going on to 
''face forward, arms upward," and be able to hear the clock tick). 

13, 14, 15. The pendulum swings again, and 

16, 17. The arms are lowered, first one, then the other. 

Another nice variation is to let the children remain in their 
seats. This works like a charm to calm them down after the fore- 
going rousing interpretation. 

The hands lie passive in the lap to start with. 

I, 2, 3. The head nods left, then right, is raised. 

4, 5. The left fist lightly taps the desk, the right follows suit. 

6, 7, 8. The little fingers creep up the desk with a cunning little 
mouse-like pitter-patter. 

9, 10. The clock booms out its terrible sound again ; that is, one 
fist comes down and then the other. 

II, 12. Mouse pitter-patters down again into the lap of its 
creator. 

13, 14, 15. The children nod again. 
16, 17. The clock booms again. 



Bah! Bah! Black Sheep 



Olive Knorr 



Bah! bah! black sheep, have you any wool? Yes sir, ves sir, three bags full; One for my 




maa - ter. One for my dame. And one f6r me lit - tie boy, Who Itvea in the lane. 




Physical Education — Grades I-II 



Formation — Double circle, partners facing, girls forming a circle 

on inside, boys outside, three steps between. 

Boys walk slowly up to partners, singing first and second 
measures. 

Girls nod head, "yes," third measure. . 
Hold up three fingers, fourth measure. 

Boys put thumbs in arm-holes of waist, raise the chest and 
assume an attitude of a "master," fifth measure. 

Girls make a deep bow, holding skirts sideward as a "dame," 
sixth measure. 

Give partner right hand and skip in a small circle around each 
other, back to place and bow, seventh and eighth measures. 



Little Miss Muffet and Little Jack Horner 



Waltz tempo 



Olive Knorr 



1. Lit - tie Miss Mul - fet sat on a tuf - fet, Eat-ing of curds and of whey; - 

2. LH - tie Jack Hor - nci sat in a cor-ner, Eat-ing a pice Christmas pie;. . 




\ 



A - long came a spi-derand sat down be-side her, And frightened Miss Muffet a - way. . -w-w' 
He stuck in his thumb and pulled out a plum, And he said what a .good boy am I. .. . .Tif -: 




Formation — Boys, forms a circle, grasping neighbors' hands, facing 
towards the center, representing "spiders.' 

Girls sit on floor, facing outward as "Miss Mufifet" eating curds 
and whey. 

1. Boys take three slow steps forward, pointing forward on 
four (one step to a measure), four measures. 



Rhythmic Plays 



57 



Repeat same backward, four measures. 

Slowly turn around and stand behind partner, ninth and tenth 
measures. 

Quickly sit down beside partner, eleventh and twelfth measures. 

Girls quickly jump up, thirteenth and fourteenth measures. 

Boys sit on floor, girls form a circle facing outward, fifteenth 
and sixteenth measures. 

Boys remain sitting, to represent Little Jack Horner. 

Girls keep circle formation, facing outward. 

Take three slow steps backward, pointing forward on four, four 
measures. 

Repeat same forward, four measures. 

Stand behind partner, bend forward and put thumb in partner's 
■Christmas pie, ninth and tenth measures. 

Hold thumb up as pulling out a plum, eleventh and twelfth 
measures. 

Pat stomach to indicate that it is relished, thirteenth and four- 
teenth measures. 

Note : Boys stand facing inward and the class will be in forma- 
tion for "Bah! Bah! Black Sheep." 

Little Miss Muffet 

{Variations for school room) 

Kate R. Steichmann. 

1 

Little Miss Muffet 
2 

Sat on a tuffet 
3 

Eating of curds and of whey, 
4 

When along came a spider 
5 

And sat down beside her 
6 

And frightened Miss MufTet away. 

Have children stand facing the back of the room. 

1. Let them climb up into their seats and sit on their desks. 

2. Left hand (the spider) is hidden behind the child's back 
and they settle down to a "comfy" position on their "tufifet." 

3. They eat. 

4. Spider comes creeping steadily to the foreground. 



58 Physical Education — Grades I-II 

5. Spider likewise ''settles." 

6. Miss Muffet rises to feet with horrified expression, climbs, 
off the "tuffet," turns about and sits down where she belongs. 

Little Jack Horner 

Kate R. Steichmann. 

1 

Little Jack Horner 
2 

Sat in his corner 
3 

Eating his Christmas pie, 
4 

When he stuck in his thumb 
5 

And pulled out a plum 
6 

And said: "What a great boy am L" 

1. Children stand facing front. 

2. They turn and sit in their corners with feet in the aisle. 

3. They eat. 

4. They hold the thumb poised in the air for a moment before 
plunging it into the pie. 

5. They pull hard and long and rise to their feet brandishing 
the beauty aloft while facing about. 

6. They climb into the seat and raise arms foreupward — 
they "grow up," as it were, in an instant. 

Jack and Gill 

Kate R. Steichmann. 

To be chanted or to the tune of Yankee Doodle. 
1 

Jack and Jill went up the hill 
To fetch a pail of water. 
2 

Jack fell down and broke his crown 
3 

And Jill came tumbling after. 

4 5 
Then up got Jack and said to Jill 

6 

As in his arms he caught her. 



Rhythmic Plays 



59 



7 

You're not hurt, brush off the dirt 
And then we'll get the water. 

8 

So Jack and Jill went up the hill 
This time they got the Avater, 
9 

And brought it home to Mother dear, 

10 11 
Who thanked her son and daughter. 

Start w^ith the hands lying prone on the desk. Here a brief 
talk on clean hands is very fitting. The right hand is Jack, strong, 
sturdy little fellow. The left hand is his sister Jill. They are 
clean little children ; 'they are busy little children. This is what 
happened to them one day : 

1. The children climb up the hill — one hand goes up a little 
in advance of the other, then the other outsteps the first and so 
on. The space in front of the child is the imaginary hill. 

2. The right fist lands rather heavily on the desk, (Jack has 
fallen) followed 

3. by the left (So has Jill). 

4. The right hand is raised, poised in the air again. 

5. The right hand takes its place beside the left (the right as- 
sists the left). 

6. The left hand is placed into the right — sister Jill is in 
brother Jack's arms. 

7. Jack brushes the dust off Jill. 

8. They start the climb again and go to the very summit of 
the hill this time. 

9. They descend to level ground again, thumbs locked to re- 
present the bucket of water they are carrying between them. 

10. The right hand is held out to the right side and receives 
a gracious nod. 

11. The daughter is likewise singled out for a generous nod 
of approval. 

Little Boy Blue 

Kate R. Steichmann. 

1 

Little Boy Blue 

2 3 4 

Come, blow your horn. (Toooo.) 



6o 



Physical Education — Grades I-ll 



5 

The sheep are in the meadow, 
6 

The cows are in the corn. 

7 8 
Where's the little boy 

9 10 
That takes care of the sheep ? 

11 

Why, he's under the hay cock 

Fast asleep ! 

Will you wake him ? 

No, not I, 

For if I do 

He'll be sure to cry. 

The teacher, or a leader, recites these lines facing the class. 

1. The children stand as proudly as the little boy who has a 
man's work to do. 

2. They stoop and pick up the horn and rise again. 

3. Place horn to lips. 

4. One long blast. (Leader should blow her imaginary horn 
first to give the pitch.) 

5. Straighten left arm sideward and turn head left to vis- 
ualize the sheep grazing there yonder. 

6. Straighten right arm sideward and turn head right to 
indicate and see the cows in the corn. 

7. 8. Here the leader (the one reciting the lines) shades the 
eyes and looks intently into the meadow for the vanished child. 
The children kneel, place arms in chairs and heads down on the 
arms — they go to sleep in the hay. 

9, 10. The children sleep, the leader turns and looks into the 
corn. 

11. The children sleep ; the leader is now facing the hay cock 
and recites the rest of the lines. 

Finale : The leader tip-toes over to the nearest haystack, 
(sleeper), stoops, takes up the horn and blows a blast into the 
meadow. The little heads bob up — Boy Blue is awakened. Another 
blast in the horn — Boy Blue gets up ; he's in the hay, he's bare- 
footed, he gets up quietly. Another blast and he rubs his eyes 
and defies anybody to say that he's been asleep on his job. 



Rhythmic Plays 



6i 



One, Two, Three 

Kate R. Steichmann. 

12 3 

One, two, three, four, five, 
4 5 6 

Once I caught a fish alive ; 
7 8 9 

Six, seven, eight, nine, ten, 
7 8 9 

Then I let him go again. 
12 3 

What made you let him go? 
4 5 6 

Because he bit my finger so ! 
7 8 9 

Which finger did he bite? 

7 8 9 

The little finger on my right. 
Pupils stand in aisle facing front, hands on hips. 

1. Place left heel forward. 

2. Place left toe backward. 

3. Change-step left forward. 

4. 5, 6. Repeat to the right. 

7. Stamp left. 

8. Stamp right. 

9. Clap hands three times. 

Fishy, Fishy 

Kate R. Steichmann. 

1 2 3 

Fishy, fishy in the brook, 
Daddy catch him with a hook. 
Mother fry him in a pan, 
Baby eat him, all he can. 

Pupils sitting in their seats, alternate rows facing each other, 
knees almost touching. 

1. Clap own knees. 

2. Clap own hands. 

3. Clap partner's hands three times. 

Same motions for each succeeding line. 



62 



Physical Education — Grades I-II 



Baby Bunting 



Kate R. Steichmann 




By low, Baby Bunting, 
Papa's gone a-hunting. 
To fetch a little rabbit skin. 
To wrap our Baby Bunting in. 

Children are in twos, facing each other, hands grasped, build- 
ing "a cradle." Throughout the song the cradle is rocked; on the 
last word "in," they turn in under their arms. Later they may turn 
several times as the last line is recited or chanted. 

Ding, Dong, Bell; Pussy's in the Well 

Kate R. Steichmann 




Rhythmic Plays 



63 



12 3-4 5 6 7 
Ding, Dong, Bell ! Pussy's in the well. 

9 10 11 12 13 
Who put her in? Little Tommy Tin. 

14 15 16 

Who'll take her out? Little Tommy Trout. 

17 

What a naughty boy was that 
18 

To drown our little pussy cat. 

Children sitting up straight in their seats, raise arms sideward 
and grasp neighbors' hands. Raise hands high without letting go 
of the rope. 

1. Pull down. 

2. Let the rope go up (raise arms again). 

3. 4. Pull down and up. 

5, 6, 7, 8. Same as 1, 2, 3, 4. 

9. Shade eyes with both hands. 

10. Bend over and peer into the left aisle (the well). 

11. Pound desk with one hand. 

12. Then with the other. 

13. Then with the first again. 

14. Bend over and reach down into "the well," try to get the 
pussy and get hands wet. 

15. Shake the water off the hands (into right aisle). 

16. Hold out the arms to welcome Tommy Trout. 

17. Face neighbor (alternate aisles face each other) and shake 
finger in angry scolding fashion. 

18. Turn away (face front) and nod head, hands to eyes — 
weep ; like the actors in the "moving picture shows" do — they bob 
their heads and shake their shoulders so. 

This interpretation can be used with the children standing in 
the aisles. Their own chair then is "the well" into which they peer 
and later dip their hands ; the fist pounding on the coping around 
the well is shown by hitting the right fist into the palm of the left 
hand. 



64 



Physical Education — Grades I-II 
Ride a Cock Horse 



Farwell 







IP j.n 1 






5 ^ ij J — 


r r 

9 -¥ 
















F F F 




F — 


.ft-.. 

4 ■ -1 









r — ■ ■ f 




Copyrighted by Lillian F. Harrington 

Formation — Double circle, all facing center, girls standing behind 
partners, with hands on boys' shoulders. 

1. (a) 4 gallops to center, starting right foot, (1-4) 2 measures. 
Sing — ''Ride a cock horse to Banbury Cross." 

(b) Face right, take partner's hand, 4 skips in line 

of direction, (1-4) 2 measures. 

Sing — "To see an old lady on a white horse." 

(c) Face partner, boys' backs to center, raise 

hands high over head, and wiggle fingers; 
at same time jump twice on both feet, in 
place, (1-2) 1 measure. 

Sing — "Rings on her fingers." 



Rhythmic Plays 



_(d) Partners join both hands, boys extend left 
heels forward, girls right heels forward, so 
that toes touch partners' (1) change feet (2; 1 measure 
Sing — "And bells on her toes." 
(e) Turn partners to edge of circle, with 4 high 

skipping steps, (1-4) 2 measures. 

■'She shall have music wherever she 
e-oes." 



Sing- 



II. Repeat Part I. 
III. Quicken tempo. No singing. 

Join hands in single circle, facing center, girls 

on right of partners. • 
4 glides right. 

4 skips to center, heads and hands high 
4 skips backward to place 



4 glides left 



Jack Be Nimble 



2 measures. 
2 measures. 
2 measures. 
2 measures. 



Farwe\ 



^^^^^^^^ 







Copyrighted by Lillian F. Harrington 



66 



Physical Education— Grades I-II 



Formation — Any line formation, side by side, hands joined, facing 
forward. No partners. 

I. (a) Leap forward right and left, (1-2) 1 measure. 

Sing— "Jack be nimble." 

(b) Leap forward right and left, (1-2) 1 measure. 
Sing— "Jack be quick." 

(c) Jump forward on both feet, hands on hips, as 

tho jumping over something (1-2) and 
immediately turn right about and jump back 
again, (3-4) 2 measures. 

Sing — "Jack jump over the candle stick." 
IL Repeat back to place. 



in. Face right. Hands on hips. No singing. 

Polka-step right and left 

4 high skips, turning right about 

Repeat, back to place 



4 measures. 
8 measures. 

2 measures. 
2 measures. 
4 measures. 



The Snail 



8 measures 



jl. Hand in liaridfyouf [see. \xiB] fwelI,%C)reep like^a^snail 4n .^to^liis^ 
t2.|Hand in. haudlyoui [Beej fusl |^eU,f Creep likejajenail^out^of-lhil^; 

I: 



shell, Ev-ex nearer, ,ev-er nearer, Kv - er ^:clo8 - er,\ Ev - er clo8-er,> 
[Bhen,^Ev-eruwid-er. (ev er wid-pr, Ev-.er far-ther; Ev - er far-ther, 



Ve - ry snug in-deed you dwell, Snail, within your ti - ny shell. 
Who'd have thought this tiny shell Could have held the snail so well. 



The children march in a spiral. With the second verse unwind 
the spiral. 



Rhythmic Plays 



67 



Jolly is the Miller 



Jol " ly is the mill - er, who lives by the mill; The 



3^ 



wieel goes round with a right good will : One hand on the hopper and the 



oth - er in the,8ack,,Th6 right steps forward and the leffstays backii 

This is a marching song. Place the boys on the left and the 
girls on the right. The class should march in a circle, one child 
acting as the miller, stands in the center. With the completion of 
the song the boys face about. The song is then repeated, the girls 
marching one way and the boys another. As soon as the song is 
again finished, the miller claps his hands three times and all run for 
a partner, the pupil not getting one becomes "miller." 

The Shoemaker (Danish) 

Victor Record No 17084 



I 




Formation — Double circle, partners facing each other. No 1 (boy) 
facing center of circle. No. 2 (girl) facing outward. 



68 



Physical Education — Grades I-II 



11. 



With arms raised forward, elbows bent and fists 
in front of the chest, roll one arm over the other 
three times. Reverse three times. (Winding the 
thread.) 

Jerk elbows back, pulling fists apart twice. 
(Pulling thread tight) 1 measure. 

Strike one fist on the other three times. (Driv- 
ing the pegs) 1 

Repeat above. 4 

Partners turn facing forward in the circle, joining 
inside hands (boys right and girls left), outside 
hands on hips. Sixteen skipping steps forward 
in the circle, moving clockwise. 8 measures. 



measure, 
measures. 



Repeat all, ad libitum. 



Marusaki 



16 measures. 



1. Marusaki (1) lives in far Japan, 

She wears a long dress and waves a fan. 
When (2) she makes a bow, she bends so low, 
She (3) sits on a mat on her heels just so. 

2. She (4) learns to do writing with a brush, 

Always very careful, never in a rush. 

She (5) makes a low bow and bids us come (6) 

To see the fete of chrysanthemum. 

3. Then (7) away we'll haste to fair Japan, 

Each one with a sunshade and a fan ; 
When the visit's over, home we'll come. 
Each one bringing home a chrysanthemum. 

Stand in aisles facing seats. 

1. R hand at waist (8 measures). 

2. Begin Japanese bow by placing one hand and one knee on 
same side on seat, then the other hand and knee ; drop head at "low." 

3. Sit back on heels and remain until note 5. 

4. Through eight measures hold one hand as if holding a 
paper, and make printing motions with other hand. 

5. Rise to knees and bow heads. 



Rhythmic Plays 



69 



6. Stand with hands as in note 1. 

7. Move forward for the first Hne of stanza 3, backward for 
second Hne, etc., in short steps on toes two steps to a measure. 

The Muffin Man 





\^ictor Record 


No. 17568 




an « 








4 



Oh, do you know the muffin man, 
The muffin man, the muffin man ; 
Oh, do you know the muffin man 
That Hves in Drury Lane? 

Oh, yes, I know the muffin man. 
The muffin man, the muffin man. 
Oh, yes, I know the muffin man 
That Hyes in Drury Lane. 

Four or fiye children are selected to take places in the four cor- 
ners of the room, or whatever other spaces are allowed. As the first 
yerse is sung, each walks or skips in time with the music to some 
child seated in the room, and, taking him b}- the hand, leads him to 
his space in the floor. The little groups of two then join both hands 
and dance around in a circle singing, "Two of us know the ^^luffin 
Man," etc. 

After the first verse has been sung and the children chosen, the 
second verse. "Oh, yes, I know the ^luffin Alan," is sung while the 
two are marching from the seats to the space in the floor. The play 
continues, one child after another being chosen until all have joined 
some group. 

A\'hen played in the yard or gymnasium form class in a circle, 
facing inward wdth hands joined. One or two children are chosen 
and stand in the center of the circle. These children skip around 
inside the circle as the first verse is sung and choose a child out of 
the circle on the second verse. Continue until all have been chosen. 



70 



Physical Education — Grades I-II 

Did You Ever See a Lassie 

Victor Record No. 17568 



Did you ev -'er see a Las - sie, a Las - sie, a Las-sie, Did you' 















€ 


? 1 

,v-er 

► ■ 


— i 

> ■ 


— 1 
^ a 


P= - 

Las-sie. do't 


f ^ ^ 
his way and that?. Do this 


J way ai 

F 1] 


* ^ 9 — #J 

id that way? Do 








1 — 



















this way and ti»t wayl' Did you ev-er see 

(f):^ f P" — 1— f-lM^ 


a Las-sie do this way and that? 




1 l— 1_ 











PI 



If 



Rhythmic Plays 



71 



Formation — Single circle, facing inward. A girl (or boy) is chosen, 

and stands in the center of the circle. If a girl is in the center 

sing "lassie," if a boy is chosen sing **laddie." 

All sing. When singing, "Do this way and that way," the 
leader in the center shows a movement that may be imitated by all 
the players. All the players perform it while singing the rest of the 
song. The movement chosen should admit of being performed in 
the rhythm of the song. This game gives an excellent opportunity 
for originality and creative activity. 

The one in the center then chooses a new leader and the song is 
repeated. 

Soldier Boy, Soldier Boy 

Victor Record No. 17568 

Sol-dierboy, eol-dier boj, where are you go - ing, Bear - ing bo 
prottd-ly the red, white and blue ?" " I'm gp-ing where country and duly are 

call - ing, If you'll be a sol-dier boy you may go, too." 

Formation — Single circle, facing inward. Captain stands in the cen- 
ter carrying flag, and marches around as the children sing. The 
flag bearer then salutes a child who steps into the ring with him, 
and continue in the same manner until the ring is filled, then 
all salute and sing the song together, changing the last line to 
"Bearing so proudly the red, white and blue." The captain 
then says to the other children, "What is your country?" Chil- 
dren answer — 

Our country is America, 

Our flag is the red, white and blue. 

And to the name of Washington 
We will ever be true. 

Captain says : 

Then raise our flags and give three loud hurrahs 

For our beloved America and for the stars and stripes. 



72 



Physical Education — Grades I-II 



All: 

Hurrah ! Hurrah ! Hurrah ! 
All repeat salute to the flag: 

"1 pledge allegiance to my flag and the Republic for which it 
stands, one nation indivisible, with liberty and justice for all." 

Paper soldiers' caps and epaulets made by the children add 
much interest to this play. 



Dance of Greeting (Danish) 

Victor Record No. 17158. 





r > 1 ^ > ! •■ if- f • i | f 



Formation — Single circle. Partners facing center, hands on hips. 



Boy on left of each couple. 






Clap hands twice, turn to partner and bow. 


1 


measure. 


Clap hands twice, turn to neighbor and bow. 


1 


measure. 


Stamp twice (right, left). 


1 


measure. 


Turn around in place to the left, with four quick- 






running steps. 


1 


measure. 


Repeat above. 


4 


measures. 


Join hands in circle and starting with the left foot 






run sixteen steps clockwise. 


4 


measures. 


Turn and run sixteen steps counterclockwise. 


4 


measures. 


Repeat all. ad libitum. 


16 


measures. 



Rhythmic Plays 



73 



I See You (Swedish) 

Victor record No. 1715^ 



7 \ f ^ Af^ 



i 









^ ' r ^ 

1 

h r r 


1 J * f i 1 * / J 1 


4 






|> 1 


5 


6 7 





i 



Formation — Two double rows facing each other. Those in the front 
rows are No. 1 and those in the back rows No. 2. No. 1, hands 
on hips; No. 2, hands on the shoulders of No. 1. 
I. No. 2 bends first to the left and then to the right, 
looking over No. I's shoulder at No. 2 in the 
opposite line. 
Sing — "I see you, I see you." 
No. 2 makes three quick movements of the head, 
leaning left, right, left, and looking at No. 2 
opposite. 
Sing — ''Tra la la la la." 

Repeat above 4 measures. 

II. All clap hands on the first beat of the measure 
and No. 2 skips forward, meeting No, 2 from 
the opposite line and, joining liands, swing 
around once to the left. 4 measures. 



2 measures. 



measures. 



74 



Physical Education— Grades I-II 



Sing — ''You see me and I see you, 

Then you take me, and I'll take you." 
All clap hands on the first beat of the measure 
and join hands with partner and swing around 
to the left, finishing with No. 1 in the rear of 

^' 4 measures. 

Sing — ''You see me, and I see you. 

Then you take me, and I'll take you." 

Repeat all, with No. 1 in rear. 

Repeat all, ad libitum. 16 measures. 



The Farmer in the Dell 



One child is chosen to be the "farmer" and stands in the center 
of the ring, while the rest join hands and circle around him singing. 
The farmer in the dell, The farmer in the dell, 
Heigh oh, for Rowley O ! The farmer in the dell. 
The first child chooses and leads to the center of the circle a 
second one ; the second chooses a third, and so on, while the rest 
sing the following verses : 

The farmer takes a wife — 
The wife takes the child — 
The child takes the nurse — 
The nurse takes the dog — 
The dog takes the cat — 
The cat takes the rat — 
The rat takes the cheese — 
The cheese stands alone. 

The "cheese" may be "clapped out," and must begin again as 
the "farmer." 



Rhythmic Plays 



75 



Chimes of Dunkirk 

Victor record No. 17327 



i 



V- V 



II. 



r 



P 



r 



i 



Formation — Single circle, partners facing each other, hands on hips. 

I. Stamp three times (r, 1, r) 2 measures. 

Clap hands three times. 2 measures. 

Raise arms sideward, joining hands with partner, 
and turn around in place with quick running 
steps, starting w^th the left foot and turning 
clockwise. 4 measures. 

Repeat above. 8 measures. 

II. All join hands in circle, and starting with the left 

foot run clockwise in the circle sixteen steps. 8 measures. 
Turn and run back to place sixteen steps. 8 measures. 



Repeat all, ad libitum. 



32 measures. 



76 Physical Education — Grades I-II 

Here We Go Round The Mulberry Bush 

Victor record No. 17104 





■ f . t-i 


1. Here we go round the 


P 3 j — ^ 

mul - ber -ry bush, the? 


" « j * 






r — — F — F f"i 


W — s4— i 

mul - ber-r J 


r bush, the n 


lul-ber-ry bush, Her 
: J 1 J" 


J J f ' 

e we go round the 




— J-Ji — j. 


—J — . a. 






mul - ber-rj 


t bush, So e 


ar - ly 


in the morn, ing. 



2. This is the Avay we wash our clothes, etc. — 

So early Monday morning. 

3. This is the way we iron our clothes, etc. — 

So early Tuesday morning. 

4. This is the way Ave mend our clothes, etc. — 

So early Wednesday morning. 

5. This is the way we sweep the floor, etc. — 

So early Thursday morning. 

6. This is the way Ave bake the bread, etc. — 

So early Friday morning. 

7. This is the way we scrub the floor, etc. — 

So early Saturday morning. 

8. This is the way we go to church, etc. — 

So early Sunday morning. 



Rhythmic Plays 



77 



Sally Jones 

(^MUSIC— Here We Go Round the Mulberry Bush.) 



The Children sing 



We've come to see Miss Sally Jones, 

Sally Jones, Sally Jones, 
We've come to see Miss Sally Jones, 

How is she to-dav? 



The ^lother 



smgs : 

Oh, Sally is washing, washing her clothes, 
W^ashing her clothes, Avashing her clothes ; 

Oh, Sally is washing, washing her clothes, 
Washing her clothes to-day. 

The others repeat their verse and the mother replies : 

Oh, Sally is starching, ironing, mending. 
Cleaning, or tearing her clothes. 

W^hen the game begins, the mother of Sally conceals her 
daughter behind her, holding her skirts out to keep her from view. 
The other players form a line w^hile they sing, marching forward 
and backward. If desirable, other children may be selected to act 
the parts of mother and child after each verse. 

Lassie Dance (Kulldansen) — (Swedish) 

Victor Record No. 17330 




78 



Physical Education — Grades I-II 



Formation — Single circle, facing center, hands on hips. Boy on the 
left of each couple. 

I. Turn away from partner (boy to the left and girl 

to the right) and bow to neighbor. Count 1, 2, 3. 1 measure. 
Reverse and bow to partner. 1 measure. 

Repeat three times. 6 measures. 

II. Face partner and with a little spring place the left 

foot forward (1), same right (2), same left (3) 1 measure. 

Repeat nine times, right and left alternately, three 

kicks to each measure. 3 measures. 

Clap own hands, raise arms sideward and grasp 
partner's hands, stamping with the left foot on 
the first count of the measure, turn partner with 
walking steps. 1 measure. 

Bow to partner. 1 measure. 

Repeat all, ad libitum. 14 measures. 



Washing the Clothes 



J J I I rj J 



f 



r 



r 



W 9 



2 



i 



5 6 ^7 ^ a 9 10 fl2 



D.C 



Formation — Single circle, partners facing each other, 

I. Dancers bending forward, go thru scrubbing mo- 
tion with the words : 
"We will wash our clothes, we'll wash them ; 
We will wash our clothes just so ; 
We will wash our clothes, we'll wash them; 
We will wash our clothes just so." 
(Measures 1 to 4, and repeat). 



8 measures. 



Rhythmic Plays 



79 



Movements of rinsing, wringing, hanging and 
stretching the clothes may be performed, each 
time substituting the appropriate word in the 
song as, "We will rinse our clothes," etc. 
II. Hands on hips. Touch right toe across left, re- 
place foot, heels together. Repeat, left foot. 
(Measures 5-6). 

Repeat, right and left, twice. (Measures 7-10). 

Whole turn to the right with three stamps, clap- 
ping the hands three times. (Measures 11-12). 
III. All join hands in single circle and starting with 
the left foot, run in the circle clockwise sixteen 
steps. (Measures 1 to 4, and repeat). 

Repeat in the opposite direction and finish with 
three stamps. (Measures 5-12). 

Strasak (Bohemian) 



measures, 
measures. 



2 measures. 



measures. 



8 measures. 



^ II. 



i 



^5 6 7 


8 1 

> f N. - 


2 


" \ 












j^* p p lf 1? I 
jyi— = ^ 




5 






8 



Formation — Single circle, partners facing each other. Number one 
(boy) of each couple places hands on partner's waist. Number 
two (girl) places hands on partner's shoulders. 
I. 8 polka steps, moving clockwise in the circle, No. 
1 moving backward and No. 2 forward (Count 
1, "and," 2, "and," for each measure) 8 measures. 



8o Physical Education — Grades I-II 

8 polka steps back to place, moving counter- 
clockwise in the circle, No. 1 moving forward 
and No. 2 backward. 8 measures. 

II. With hands on hips, the dancers stand still, fac- 
ing each other. 1 measure. 

Stamp three times. 1 measure. 

Stand still. 1 measure. 

Clap own hands together three times. 1 measure. 

Left hand on hip, shake right forefinger at part- 
ner three times. 1 measure. 

Right hand on hip, shake left forefinger at part- 
ner three times. 1 measure. 

Left hand on hip and partners strike right hands 
together vigorously, on the first count, and 
whirl around in place to the left on the left 
foot. 1 measure. 

Hands on hips, stamp three times. 1 measure. 

Repeat II. 8 measures. 

Repeat all, ad libitum. 32 measures. 



INDOOR GAMES 
GRADES I-II 

Bean Bag Games 

Bean Bags. — With a sufficient number of these the primary 
teacher can do an endless variety of things, both entertaining and 
useful. 

(a) Each child having- a bag throws it in the air and catches it 
in both hands — in the left hand, in the right hand. When skill is 
acquired in this they may throw in unison and in regular rhythm. 

(b) The teacher may throw the bags at random, and the 
pupils who catch them may in turn throw to some other children. 

(c) The teacher throws a bag and calls a name as she does so. 
Pupils who catch it may call some one else as they throw it to them. 

(d) Two rows facing each other a short distance apart. One 
throws to the other and the number missed is noted. Those having 
the least misses win. Increase the distance as the children become 
proficient. Also throw high, or zigzag. 



Games 



8i 



(e) Throw up and catch your own bag after clapping hands, 
once, twice, etc.; or do certain arm movements before catching; or 
turn completely around before catching. 

(f) Passing the bag: From one to the other; from front to 
rear overhead, or, facing the aisle, sideways. Also as a relay, etc. 

Bean Bag Races 

I. A number of bags are placed on the front desk of each sec- 
tion. The first child in the section stands, and at the signal places 
one bag on the last desk in its row, returns for the next and carries it 
to the same desk, and so on until all the bags are on the last desk ; 
then the child returns to his own place. The first through is the 
winner. 

The second one starts from the last desk and carries the bags to 
the first. Continue until all have had a turn. 

II. Relay — The first child in each section, with the bag in the 
left hand, stands in the right aisle, facing the rear wall. At the 
signal they run back, touch the wall, return down the same aisle, 
giving the bag to the second, who quickly starts off, and in turn 
gives it to the third, and so on, till the last one gets it ; he touches 
the wall and runs to the front, giving it to the first. 

Since each section is playing independently, the line getting the 
bag to the front desk first wins. 

III. Potato Race — There are as many bags on each front 
desk as there are desks in the section. The first child in each sec- 
tion stands. At the signal to begin they place a bag on each desk, 
but taking only one bag at a time. The first one through is the 
winner. 

Number two of each section stands. At the signal they begin 
to collect the bags, one at a time, and bring them to the front desks 
in the same manner in which they were distributed. 

Number three again distributes them, and so on till each has 
had a turn. 

Bean Bag Throw for Score 

I. A basket is placed on the front floor. Each child has a bean 
bag, and standing at a specified distance from the basket tries to 
throw his bag into it. 

II. Draw a large circle with several smaller ones concentri- 
cally within (like a target). Number the rings giving the smallest 
circle the highest number. Note where each child's bag is thrown, 
and after several trials add up the score. 



82 



Physical Education — Grades I-II 



III. In like manner throw at the Bean Bag Board. A board 
set on a slant, having several holes of various sizes and numbered on 
the same principle as the rings, the smallest hole having the highest 
number. 

These can also be played one side against the other. 

The Wide Awakes 

This game is intended to teach alertness and quick reaction. 

I. The pupils are all seated. The teacher says : In the left 
(right) aisle — Stand. After several repetitions she changes the 
wording and says: Stand in the aisle to your — Left (right). This 
requires quicker thinking. 

II. In the same manner give the orders to sit in the seat on the 
left or right. Or in the seat in front or behind. 

III. Finally combine all three, thus : Stand in the aisle to your 
— Left. In the seat in front of your own — Sit. In your own seat — 
Sit. In the seat on your right — Sit, etc. 

Racing 

Note : In all running games, those who are not running must 
keep their feet under the desk, and the runner must pass up and 
down the aisle designated by the teacher. 

I. At the signal the first row across the room stands in the 
right aisle, facing the rear ; another signal and they run back, touch 
the rear wall and return down the same aisle. Second and subse- 
quent rows repeat. At another time this is played in the aisle to the 
left or each pupil goes down the left and back the right aisle. 

II. The above may be played by the rows across the room run- 
ning but each section playing independently, the second pupil start- 
ing when the first reaches his seat, and so on (Relay). 

III. The class is seated in the center of the seats. The first 
row stands facing front. At signal they run around the front desks 
to their seats. At the signal the second row runs, and so on. 

IV. The above may be played by making a complete circuit of 
the section, each arriving at his desk down the same aisle from 
which he started. 

Vaulting— "Over the Fence" 

All stand facing the side of the room. At the first signal each 
places one hand on the edge of his desk and the other on the edge 
of the next desk. At the second signal they jump over the seat, 
alighting on the balls of the feet. 



Games 



83 



Vary the above by having the pupils in the first section run to 
the rear and around to the desk in the last section directly across 
from their own. Continue until each is again at his own desk. 

Jumping — "Over a Fence" 

I. Place two light, movable boxes (or books or slates on end) 
on the floor, and across these a stick. The pupils, by sections, start 
to run around the room, jumping over the stick with left, right, or 
both feet, as directed, returning to their seats. This may be done 
hopping on one foot. 

In the yard this may be played by having the class jump over a 
rope. 

II. "Over a Brook." Draw two lines a short distance apart. 
The space between is the brook or ditch. Whoever does not jump 
over the second line falls into the water and gets w^et feet, therefore 
"goes home (his seat) to get dry." 

Stoop 

In this game the children must respond to the command given, 
and not to what the teacher does. She simply says, "Stand;" and 
does as the class does; finally she may say, "Stoop!" — she herself 
standing. Those who imitated her movement are caught and must 
sit down. 

Simon Says 

One player is chosen leader (Simon). The other players stand, 
with enough space between each other to permit of free movement. 
The leader faces the players and says. "Simon says arms sideways 
raise !" or "Simon says position !" or "Simon says jump !" or "Simon 
says rise on toes !" etc. Whereupon the players do what is com- 
manded. But if the command is not prefixed by "Simon says," then 
the players do nothing. Any player following this last command 
must drop out of the game and sit down. The pla}^ continues until 
all are caught. 

Cat and Mouse 

Arrange children in a circle, with hands grasped. Two players 
are chosen one, the cat, outside, and one the mouse, in the center of 
the ring. One says, "I am the cat," the other, "I am the mouse." 
The cat, "I will catch you," the mouse, "You can't do it." Where- 
upon both run, the cat trying to catch the mouse, running up and 
down the aisles or in and out the circle. 



84 



Physical Education — Grades I-II 



If the room is too small to form a circle, all remain seated. The 
cat and mouse are selected, and run up and down the aisles until 
the mouse is caught. The next two children then take their places. 

Follow My Leader 

With the class standing and a good leader, they begin to march 
around the room, imitating him. He may take arm movements — 
hop, clap, sing — anything. The changes must occur quickly, and 
inattention sends a child to his seat. 

Swinging 

The class stands, moves backward until there is forearm dis- 
tance between the pupils. With the right foot forward and both 
hands holding the ropes of an imaginary swing containing some 
one, they push in time to counting of the teacher. 

Imagining a heavier person to be in the swing, they push harder 
moving the body more, bending the knees alternately. Finally, at 
a signal, they run under the swing to their seats. 

Note — ''Swinging 'Neath the Old Apple Tree" (Barrows) may 
be sung with this game. 

Birds 

Each section assumes the name of a bird. When the teacher 
calls for one — say the robin — the robins "fly around the room," 
finally returning to their seats, when another set of ''birds" is called. 

This continues until all have been out. 

Marching to Jerusalem 

Alternate rows stand. At a signal from the teacher they march 
around their own row of seats. When the teacher claps her hands 
each player sits in the nearest seat. At the signal to stand those in 
front seats must remain seated. The play continues, those in sec- 
ond seats remaining seated next time, then third, fourth, etc., until 
the last two players in the row race for the remaining seat when 
teacher claps hands. This can be played with chairs, one less than 
the number of players, chairs arranged in two rows back to back, 
one row facing front or alternate right and left, or in a circle with 
backs toward center. When a piano is available, use a chord as a 
signal to stand, players begin marching when the music begins and 
take seats when it stops. 



Games 



85 



Squirrel and Nut 

Players all seated but one, heads on desks and eyes covered, one 
hand open on desk with palm up. The odd player is a squirrel and 
passes up and down between the rows and puts a nut in some 
player's hand. This one rises and chases the squirrel. If the squir- 
rel is caught before he can reach his own seat, the one who caught 
him becomes squirrel ; if the squirrel is not caught, he can be 
squirrel again. 

Changing Seats 

The players are seated in the school room, so as to fill every seat 
in a certain number of rows, each group of two adjacent rows forms 
a separate unit in the game and for each group one or more players 
are appointed, who have no seats, but stand in the aisle between the 
rows. At the signal ''change seats," the players in their group 
change seats as rapidly as possible. The players in the aisle attempt 
to secure one of the seats vacant. If he succeeds, the players who 
are left without a seat stand in the aisle and the game is repeated 
as before. 

OUTDOOR GAMES 

GRADES I-II 

Long Jumping Rope 

Tie one end of the rope to a post, or let a pupil hold it. Form 
the children in a column of twos. Swing the rope in a circle toward 
the class, and at first let them run through at will. Later, let them 
run through at every second swing. After that, let them grasp hands 
by twos and run at every second swing. Let them grasp hands by 
threes and run at every second swing. 

Squat Tag 

Choose one player to be "It." Players stand in any irregular 
places. The one who is "It" tries to tag players, and they are free 
from being tagged as long as they hold a squatting position (knees 
bent.) When the one who is "It" is not near they stand up again. 
Each player may use this way to escape being tagged three times, and 
then can escape only by running. Anyone who is tagged is "It" and 
the game is repeated. 

Circle Tag 

The players form a closed circle, facing inward, with a pupil who 
is "It" on the outside. "It" runs around the circle and taps one of 
the players on the shoulder or back and says : "Come along." The 



86 



Physical Education — Grades I-II 



one so challenged at once starts in pursuit and tries to tag "It" before 
he gets into the place left vacant. If he succeeds, he resumes his 
place in the circle and the other must challenge another player. If 
he does not tag him he becomes "It" again. In order that all may 
have a chance to run, those having had a turn will face outward. Only 
those facing inward may be tagged. If "It" runs past the vacant place 
while being pursued, the other one may take the place and "It" must 
challenge another one. 

Variations — (a) The one tagged runs in the opposite direction 
from the one who is tagged. 

(b) When the two runners meet, they grasp right hands and bow 
three times. 

(c) They grasp both hands and spin around two or three times. 

Changing Places 

The players form a circle. Each is given a number from one to 
the number of players. One player, chosen to be "It," and standing 
in the center, calls the numbers of two players. These players must 
change places. "It" tries to get in one of the vacant places ; if suc- 
cessful, the player left out becomes "It." 

Cat and Rat 

Arrange players in a circle, with hands grasped. Two players 
are chosen, one, the cat, outside, and the other, the rat, in the center 
of the ring. One says, "I am the cat;" the other, "I am the rat." 
The cat, "I will catch you;" the rat, "You can't do it." Whereupon 
both run, the cat trying to catch the rat. The players forming the 
circle protect the rat by letting it run in and out under the grasped 
hands, and stopping the cat whenever possible. If the cat is too slow 
for the rat, the players raise the hands, and the cat may run in and 
out at will until the rat is caught. Breaking the ring or squatting on 
the ground must not be permitted. 

Variations — (a) Two cats and one rat, 

(b) Two concentric circles, with the rat in the inner circle. 

Fox and Gardener 

The players form a circle, with hands grasped. One player 
within the circle is the fox, while the other, without, is the gardner. 

Gardener says : "What are you doing in my garden ?" 

Fox : "Eating grapes ?" 

Gardener: "Who gave you permission?" 



Games 



87 



Fox: "Xobody.'' 

Gardener: "Then escape if you can." 

The fox then runs in and out of the circle, underneath the hands 
of the players, closely followed by the gardener, who must run in and 
out of the same places as the fox. If the fox is sly and can lose the 
gardener while running, or if the fox is caught, the two take their 
places in the circle and two others continue the game. 

Charley Over the Water 

One player is chosen to be Charley, and if there be more than 
twenty players, there should be two or more Charlies to make the 
action more rapid. Charley stands in the center. The other players 
join hands in a circle around him, and dance around, repeating the 
rhyme : 

Charley over the water, 

Charley over the sea, 
Charley catch a blackbird. 

Can't catch me. 

As the last word is said the players stoop, and Charley tries to 
tag them before they can get into that position. Should he succeed, 
the player tagged changes places with him. 

Drop the Handkerchief 
Formation — Single circle, pupils facing toward the center. 

Someone is selected to be the runner. He takes an ordinary 
handkerchief and runs around the outside of the circle. The runner 
drops the handkerchief behind someone who is standing in the circle. 
As soon as the pupil discovers the handkerchief, he must pick it up 
and pursue the runner and try to catch him before he gets back to 
his place. If he succeeds in catching him, he must stand in the 
middle of the circle until another one is caught ; if not, then the other 
party is the runner. 

Who Art Thou? 

A pupil standing in the center of a circle is blindfolded or shuts 
his eyes. The others run and dance around him until he calls 
"Halt." Then he advances until he touches some one, whom he 
must recognize by feeling his clothing, etc. If he guesses correctly, 
he takes his place in the circle and the one touched is blindfolded 
in the center. 



88 



Physical Education — Grades I-II 



Bird Catcher 

From a dozen to a large room full of children can play this 
game with pleasure and all get activity. It can be played in the 
school room or on the play ground. 

Two opposite corners are marked off at one end of the ground 
or room, the one to serve as a nest for the birds and the other as 
a cage. A mother bird is chosen, who takes her place in the nest. 
One other player takes the part of the bird catcher and stands mid- 
way between nest and cage. If played in the school room, the re- 
maining players sit in their seats ; if on a play ground, they stand 
beyond a line at the farther end of the ground which is called the 
forest. All of these players should be named for birds, several 
players taking the name of each bird. The naming may be done 
in groups, one child selecting a name for his group. Then groups 
may scatter so that all the robins and wrens will not come from 
the same place. 

The mother bird calls the name of a bird, whereupon all of the 
players who bear that name run toward the nest, but the bird catcher 
tries to intercept them. Should a bird be caught by the bird catcher, 
it is put into the cage, but a bird is safe from the bird catcher if it 
once reaches the nest and the mother bird. The players will make 
the chase more interesting by dodging in various directions instead 
of running in a simple, straight line toward the nest. 

The mother bird selects a mother bird for the new game, and 
the bird catcher selects a new bird catcher. 

Squirrels in Trees 

Have three players stand so as to represent a hollow tree, 
facing center with hands on each other's shoulders ; have a fourth 
player stoop within to represent a squirrel. Have the other players 
notice how this is done and then have them all form groups of four 
in same way. There must be one extra player who is a squirrel 
without a tree. When the teacher claps hands all the squirrels must 
change trees, and the homeless squirrel tries to get a tree. This 
leaves another squirrel out and the game is repeated. After a time 
have each squirrel choose one of the players of the tree to change 
places with him, so as to give all a chance to be squirrels. 

Fox and Squirrel 

Players arranged in groups of four as in "Squirrels in Trees." 
There must be an odd squirrel and also another player who is the 
fox. The fox chases the odd squirrel, who can escape the danger 



Games 



89 



by going in a tree, since foxes cannot go there. But a tree will hold 
only one squirrel, hence the squirrel in a tree must run out as soon 
as a second one enters, and the fox has one squirrel to chase all 
the time. Any squirrel tagged by the fox when out of a tree be- 
comes a fox, and the fox then becomes a squirrel and must instantly 
run away and get in a tree to avoid being caught. 

Skip Tag 

Arrange the class in a circle. One of the class skips along the 
front, tagging a comrade. The tagged one skips after the tagger, 
trying to catch him. The tagger skips around the outside of the 
circle until he reaches his place. Now the second pupil is tagger 
and so on. Insist on skipping on the balls of the feet and allow no 
running. 

Number Ball 

The players form in a circle facing inward. The leader, called 
the flower queen, stands within. She has a ball in her hand. She 
gives to each member of the circle a number, then she throws up 
the ball, at the same time calling out one number. The one whose 
number is called must run forward and try to catch the ball. If 
she fails she must pick up the ball, give it to the queen and return 
to her place. If she succeeds, she becomes queen and the form.er 
queen takes her place in the circle. The ball can be caught at the 
'first bounce by a beginning class. It must be thrown so that it 
will fall within the circle if not caught. 



'90 Notes 



Notes 91 



92 Notes 



Notes 93 



94 Notes 



Notes 



g6 Notes 



Notes 97 



98 ' Notes 



Notes 99 



loo Notes 



Notes ioi 



Notes 



GRADES III-IV 



Gymnastics 



GYMNASTICS 
GRADES III-IV 
Lesson I 

I. Raise arms sideward — 1. Move arms forward (clapping- 
hands)— 2. Return— 3-4. 

II. Hands on hips — place. Lower head forward— 1. Return 
—2. Turn head left— 3. Return— 4. 

III. Raise left knee forward — raise. Lower. Raise right 
knee forward — raise. Lower. 

IV. Hands on hips — place. Bend trunk forward — 1. 
Straighten — 2. Bend trunk backward — 3. Straighten — 4. 

V. Bend arms to thrust — bend. Thurst arms backward — 1. 
Return — 2. Thurst arms sideward — 3. Return — 4. Thrust arms 
forward — 5. Return — 6. Thrust arms upward — 7. Return — 8. 

VI. Hands on hips — place. Bend trunk left — 1. Straighten 
— 2. Bend trunk right — 3. Straighten — 4. 

VII. Marching in place with a ^ turn, left on every fourth 
count — 16 counts. 

VIIL Raise arms sideward. Lower head backward and inhale 
Lower and exhale. 

(The rhythm of breathing exercises should be adopted to the 
normal breathing rhythm of the pupils). 

Lesson II 

I. Stride left sideward and bend arms to thrust — 1. Thrust 
arms sideward — 2. Return — 3-4. Same right. 

Note : In striding, the foot is placed for a distance of twice its 
length full upon the floor, the weight being equally distributed on 
both feet, toes slightly turned outward, trunk and head erect. 
Have pupils raise the seats when striding is done sideward. In 
bending arms to thrust the hands are closed to a fist, raised toward 
the median line and upward to the side of the shoulders with the 
palms directed toward them. The forearms assume a vertical posi- 
tion Avith the elbows close to the side, knuckles outward. Thrust 
arms sideward vigorously. 



io6 



Physical Education — Grades III-IV 



II. Stride left forward and hands on hips — place. Lower 
head left— 1. Raise— 2. Right— 3. Raise— 4. 

Note : The lingers are pressed firmly together and placed on 
the hips, the fingers directed forward and the thumbs in rear. The 
wrist is kept straight and in line with the forearm. The elbows 
are forced moderately backward. The head is slowly inclined 
to the shoulder. 

III. Hands on hips — place. On toes — rise. Knees half deep 
— bend. Straighten. Lower. 

Note : The ankles are thoroughly extended the heels separat- 
ing. In the obtained position (squat stand) the heels are raised, 
knees directed outward over the toes and flexed to a 45 degree 
angle, trunk and head erect. Extend knees thoroughly in return- 
ing to position. 

IV. Stride left sideward and raise arms sideupward — 1. 
Bend trunk forward (lowering arms forward and touching floor) — 
2. Return— 3-4. 

Note: Knees, are kept straight. 

V. Pl?ce left foot forward and raise arms forward — 1. Move 
arms sideward — 2. Return — 3-4. Same right. 

Note : The straight leg is raised forward, foot about ankle 
high, and then the forcibly extended toes lightly touch the floor ; 
leg slightly rotated outward ; weig'ht not transferred ; trunk and 
head erect. Close heels firmly in replacing foot. 

VI. Hands in front of shoulders — place. Turn trunk left — 1. 
Return — 2. Turn trunk right — 3. Return — 4. 

Note : The hands are raised upward along the median line 
and moved forcibly outward until the}^ are directly in front of the 
shoulders, wrist and forearm in line. The elbows are completely 
flexed and drawn slightly backward. Forearm and upper arm are 
horizontal. Allow no movement of the feet in turning the trunk. 
The trunk is turned by twisting the shoulders ; the hips, however, 
should remain in place, so that the twist is in the trunk. 

VII. Hands on hips — place. Four steps forward, left about 
in four steps, four steps forward, left about in four steps — March 
(16 counts). Same right. 

Note : Do not allow a shuffling of the feet. Have pupils 
march as quietly as possible. 



Gymnastics 



107 



VIII. Raise arms sideupward and inhale. Lower and exhale 

Note : Inhale as the arms are being slowly raised, pause, ex- 
hale as arms are lowered. 

Lesson III 

I. Stride left forward and raise arms sideward — 1. Bend left 
knee and move arms upward — 2. Return — 3-4. Same right. 

Note : For striding see Exercise I, Lesson II. Toes are turned 
slightly outward and both feet are flat on the floor when the knee is 
bent. Stretch arms upward as high as possible — chest and head 
erect. 

II. Stride left sideward and hands front of shoulders — 1. 
Bend upper trunk backward and fling arms sideward — 2. Re- 
turn— 3-4. 

Note: For "hands front of shoulders" see Exercise VI, Lesson 
II. Bending the upper trunk backward starts with low^ering the 
head backward, keeping chin in. The chest is raised and the bend- 
ing of the trunk should be confined to the upper region. Fling arms 
sidcAvard forcibly, keeping them shoulder level. 

III. Rise on toes and arms sideward — raise. Bend knees 
deep and move arms upward — bend. Straighten knees and arms 
sideward — lower. Arms and heels — lower. 

Note : The ankles are thoroughly extended, the heels separating. 
In bending, the knees are directed outward over the toes and flexed 
as far as possible — the pupil sitting on the heels. Trunk and head 
erect. Stretch the arms upward as high as possible. Take this 
exercise slow^ly so the children will balance in the knee bending 
position. 

IV. Stride left sideward and bend arms to thrust — 1. Lower 
trunk forward and thrust arms sideward — 2. Return — 3-4. 

Note : For ''bending arms to thrust" see Exercise I, Lessonll. 
Distinguish between the lowering of the trunk and the bending as 
in the previous lessons. In lowering the movement takes place 
mainly in the hip joints, the spine being kept as straight as possi- 
ble ; the chest remains arched and the head must not be lowered. 
In bending the spine is round and head lowered. The thrusting 
sideward is to be done Aagorously. 

V. Waltz balance step left forw^ard — 1-2-3. Right back- 
ward — 4-5-6. Repeat four times left and four times right. 



io8 



Physical Education — Grades III-IV 



Note : This step is executed as follows : On the count "1" a 
short step forward is taken with the left foot. On count ''2" the 
right instep is brot to the heel of the left foot; at the same time 
both heels are raised so that the pupil is now standing on tip-toe 
with heels together. On count "3" the heels are lowered softly. 
On account "4" the right foot is returned to its original position. 
On count "5" the left foot is placed against the right and heels are 
raised as in count "2." On count *'6" the heels are lowered. 

VI. Bt^nd arms for strike— 1. Bend trunk left and strike 
arms sideward — 2. Return — 3-4. Same right. 

Note : In bending arms to strike the hands are closed to a fist, 
the arms are raised sideward and bent forcibly at the elbows so 
that the fists will be directly over the shoulders. The knuckles are 
directed backward, forearm and wrist are in one line and the upper 
arms (from shoulder to elbow) are horizontal and slightly pressed 
backward. Elbows are kept shoulder level. In striking sideward 
the arms are straightened forcibly. 

VII. Hands on hips — place. Four steps forward, four steps 
in place. Four steps backward, four steps in place — march. (Six- 
teen counts). 

Note : Do not allow a shuffling of the feet. The marching in 
place is done with raising the knee forward just enough to bring the 
foot off the floor. In returning the foot to the floor the ball of the 
foot is brot down first and the heel lowered gently. 

VIII. Rise on toes, raise arms sideupward and inhale. Lower 
and exhale. 

Note : Inhale thru the nose as the arms are being slowly raised 
sideupward, stretch up as high as possible and exhale thru the 
mouth as the arms are slowly lowered. Call the attention of your 
pupils to the value of deep breathing and encourage them to take 
deep breaths and fill their lungs thoroughly until deep breathing 
becomes a habit with them. Close each gymnastic lesson with deep 
breathing exercises. 

Lesson IV 

I. Step left forward and bend arms to strike — 1. Strike arms 
sideward — 2. Return 3 — 4. 

Note : In stepping the extended leg is raised forward, toes 
pointing ankle high and then the foot is placed for a distance of 
twice its length firmly upon the floor, at the same time transferring 



Gymnastics 



109 



the weight completely upon the stepping leg ; the stationary leg is 
thoroughl}* extended with heel raised and toes lightly touching the 
floor. For bending arms to strike" see Exercise VI, Lesson III. 

II. Stride left sideward and raise arms forward — 1. Bend up- 
per trunk backward and move arms sideward — 2. Return — 3 — 4. 
Same right. 

III. Raise left leg backward and arms forward — raise. Raise 
arms upward — raise. Lower arms forward — lower. Lower leg and 
arms — loAver. Same right. 

Note : This is a balancing exercise and should be taken 
slowly. The leg that is raised is straight, with the toes thoroughly 
extended. Stretch as high as possible when the arms are raised 
upAvard. Chest and head erect. 

IV. Hands on hip — place. Bend trunk forward — 1. Straighten 
— 2. Bend knees deep — 3. Straighten — 

V. Arms for thrust — bend. Thrust left arm forward — 1. Re- 
turn left and thrust right arm forward — 2. Alternately and quickly 
thrust arms forward — 1, 2; 1, 2; 1, 2; etc. This is a boxing move- 
ment and should be done quickly and vigorously. 

VI. Raise arms sideward — 1. Turn trunk left and raise arms 
upward — 2. Return — 3 — 4. 

Note : Allow no movement of the feet or knees in turning the 
trunk. The trunk is turned by twisting the shoulders, the hips, 
however, should remain in place, so that the twist is in the trunk. 

VII. Eight steps forward, bending arms to thrust on — 1. 
Thrusting arms sideward — 2. Returning — 3. Lowering — 4. Re- 
peat — 5 — 6 — 7 — 8. Turn left about and repeat. 

VIII. Raise arms sideupward and inhale. Lower and exhale. 

Lesson V 

I. Bend arms to strike — bend. Step left forward and strike 
arms sideward — 1. Lower head backward — 2. Return — 3 — 4. 
Same right. 

Note : In stepping forward all the weight is on the front foot. 
In lowering the head backward keep the chin in. 

II. Stride left sideward and raise arms sideward — 1. Bend 
upper trunk backward and raise arms upward — 2. Return — 3 — 4. 
Same right. 



no 



Physical Education — Grades III-IV 



III. Raise left leg backward and bend arms to thrust — 1. 
Lower trunk half forward — 2. Return — 3 — 4. Same right. 

Note: The leg that is raised is kept straight, toe pointing 
forcibly. In lowering forw^ard the chest remains arched, head up. 
The trunk and leg should be in one straight line. This is a balanc- 
ing exercise and should be taken slowly. 

IV. Bend trunk forward and touch floor with the fingers — 1. 
Straighten — 2. Bend knees deep and swing arms foreupward — 3. 
Straighten — 4. 

Note : In bending forward the head goes down and back is 
round. Knees are kept straight. On "3" the knees are fully flexed, 
the pupil sitting on the heels and the arms are swung foreupward 
at the same time. Arms straight, head and chest erect. 

V. Hands on hips — place. Four change-steps forward (8 
counts). Turn left about and repeat. (2-4 time, count "1 and 2"). 
Execution — Step left forward — 1. Close right instep to left heel, 
*'and" ; step left forw^ard — 2. Same beginning right, "3 and 4." 

VI. Stride left sideward and place hands rear of head — 1 
Bend trunk left — 2. Return — 3 — 4. Same right. 

Note : In placing "hands rear of head" the arms are raised 
sideward and the forearms bent so that the finger tips touch at the 
base of the skull. The hand, wrist, and forearm are in line and the 
elbows directed slightly backward. The head must not be pushed 
forward. 

VII. Four steps forward, four steps in place, four steps back- 
ward and four steps in place (16 counts) with bending arms to 
strike on — 1. Striking arms sideward on — 2, returning on 3 and 4. 

VIII. Raise arms sideward, lower head backward and inhale. 
Lower and exhale. 

Lesson VI 

I. Arms bent for thrust — bend. Stride left forward — 1. 
Thrust forward — 2. Return — 3-4. 

II. Raise hands front of shoulders — 1. Lower head back- 
ward — 2. Return — 3-4. 

III. Rise on toes — 1. Raise arms foreupward — 2. Lower 
arms — 3. Lower heels — 4. 

IV. Stride left sideward — stride. Place hands on hips — 1. 
Bend trunk forward — 2. Return — 3-4. 



Gymnastics 



III 



V. Eight skipping steps forward — 1-8. Face about and re- 
peat. 

VI. Arms bent for thrust — bend. Stride left forward — 1. 
Bend trunk left— 2. Return — 3-4. 

VII. Hands on hips — place. Hop on right foot, placing left 
foot forward — 1. Hop on right foot, placing left foot backward 
— 2. Repeat ten times in fast rhythm. Repeat, hopping on left 
foot. 

VIIL Inhale and raise hands front of shoulders — inhale 1-6. 
Lower and exhale 7-9. Exhale again 10-12. 

Lesson VII 

1. Arms bent for thrust — bend. Bend knees half-deep — 1. 
Thrust sideward — 2. Return — 3-4. 

IL Stride left forward — stride. Raise hands front of shoul- 
ders — 1. Raise chest — 2. Return — 3-4. 

III. Hands on hips — place. Raise left leg forward — 1. Turn 
head left— 2. Return— 3-4. 

IV. Stride left sideward — stride. Raise arms sideward — 1. 
Lower trunk forward — 2. Return — 3-4. 

V. Skip four steps forward, face right about in four counts 
and repeat — begin — 1-16. 

VI. Raise arms sideward — 1. Turn trunk left — 2. Return 
—3-4. 

VII. In place, facing left on every fourth count — march 1-16. 
Repeat facing right. 

VIIL Inhale and raise arms foreupward — inhale 1-6. Lower 
arms sidedownward and exhale T-9. Pause 10-12. 

Lesson VIII 

I. Arms bent for strike — bend. Stride left sideward — 1. 
Strike obliquely sidedownward — 2. Return — 3-4. 

II. Hands on hips— place. Step left forward — 1. Raise 
chest — 2. Return— 3-4. 

III. Raise left leg forward — 1. Raise arms sideupward — 2. 
Return— 3-4. 



112 



Physical Education— Grades III-IV 



IV. Stride left sideward — stride. Bend arms to thrust — 1. 
Lower trunk forward — 2. Return — 3-4. 

V. Four change-steps forward — 1-8. Face about and repeat. 

VL Stride left sideward — stride. Raise arms sideupward — 1. 
Bend trunk left — 2. Return — 3-4. 

VII. Marching in place. Facing left, right, left about or right 
about on command. 

VIII. Raise arms forAvard, move arms sideward and inhale — 
inhale 1-8. Lower — exhale 9-12. 

Lesson IX 

I. Stride left forward and bend arms to thrust — 1. Bend left 
knee and thrust left arm obliquely foreupward, right opposite 
(obliquely backdownw^ard) — 2. Return — 3-4. Same right. 

Note : Do not take too large a stride. Both feet are kept fiat 
on the floor when the forward knee is bent. 

II. Hands on hips — place. Lower head left — 1. Circle head 
forward — 2. To the right — 3. Straighten — 4. Same beginning 
right. 

III. Rise on toes and place hands rear of head — 1. Bend 
knees deep — 2. Return — 3-4. 

Note : This is a balancing exercise and should be taken slowly. 
Head and chest erect. 

IV. Lower trunk forward and raise hands front of shoulders — 
1. Fling arms sideward — 2. Return — 3-4. 

Note : In lowering the trunk the back is kept straight, chest 
arched and head up. 

V. Mazurka balance step. Step left sideward — l.f Place 
right foot forward and raise heels — 2. Lower heels — 3. Same 
right 4, 5, 6. 

Note: After stepping sideward on "1" the fully extended. leg 
is moved forward touching the floor lightly with the pointed toes 
and raising the heel of the stepping foot. There is no transference 
of weight on ''2" the heel of the stepping foot being raised without 
moving the body. On "3" the heel is gently lowered. 

VI. Turn trunk left and bend arms to thrust — 1. Thrust 
arms upward — 2. Return — 3-4. Same right. 



Gymnastics 



113 



Note: There should be no movement of the feet or knees in 
turning the trunk. The turn or twist takes place mainly in the 
upper trunk. 

VII. Four steps forward, turn left about (one-half turn) in 
four steps, four steps forward, turn left about in four steps with 
bending arms to thrust on "1," thrusting upward on "2" and re- 
turning on "3" and "4." 

VIII. Rise on toes, raise arms foreupward and inhale. Lower 
heels. Lower arms sidedownward and exhale. , 

Lesson X 

I. Stride left forward and raise arms foreupward — 1. Bend 
left knee and circle arms inward to upward position (a whole 
circle) — 2. Straighten knee and circle arms outward to upward 
position — 3. Close feet and lower arms foredownward — 4. Right. 

II. Raise arms forward — 1. Bend upper trunk backward and 
move arms upward and sideward, with palms up — 2. Return — 3-4. 

Note : The chest is raised, shoulders back. The hips should 
not be pushed forward. 

III. Raise left leg sideward and place hands front of should- 
ers — 1. Bend trunk left — 2. Straighten — 3. Lower — I. 

IV. Bend trunk backward and place hands on hips — 1. 
Straighten and bend trunk forward — 2. Straighten and bend trunk 
backward — 3. Straighten and lower hands — 4. 

Note : Keep knees straight and do not allow a swaying for- 
ward or backward of the hips. 

V. Hands on hips — place. Place left foot forward — 1. Place 
left foot backward — 2. Change-step left forward — 3-4. Same right. 
Repeat several times. 

Note : The foot that is placed forward and then backward is 
kept straight, toes, only, touching the floor. All the weight is on 
the opposite foot. Lean body slightly forward when the foot is 
placed backward and slightly backward when the foot is placed 
forward. For description of the change-step see Lesson V. Ex. V. 

VI. Stride left sideward and raise arms sideward — 1. Bend, 
trunk left — 2. Straighten — 3. Close feet and lower arms — 4. 
Same right. 



114 



Physical Education — Grades III-IV 



Note : The arms are kept stiff and in a straight line when the 
trunk is bent to the side. 

VII. Hands on hips — place. Four steps forwar'd, left (right) 
about in four steps, four steps backward, and in place four steps — 
March. Repeat several times. 

VIII. Raise arms forward — raise. Move arms sideward and 
inhale. Move arms forward and exhale. Repeat slowly several 
times. 

RHYTHMIC STEPS 
GRADES III-IV 
The Closing-Step 

Explanation : On 1 ; the left foot steps directly forward with 
the left leg extended and the foot turned slightly outward, the weighs 
of the body being transferred. The right leg is extended backward 
with the toe touching the floor, the knee and ankle being thoroughly 
extended. The head and chest are raised and the gaze is directed to 
the front. On, 2; the right foot closes to the left with the heels to- 
gether bringing the body in the fundamental position. The step is 
-executed in march and polka time. 

Take the closing step forward left and right in four counts, 1 — 4. 
Repeat several times. 

Closing step left and right forward with arm movements. 1. Step 
left forward and straighten left arm sideward, 1 ; close right and re- 
place left arm. 2. Step right forward, straighten right arm sideward. 
3. Close left and replace right arm. 4. Repeat. 

The Glide-Closing-Step 

Explanation : Execution is the same as in the closing-step for- 
ward, but the foot glides instead of stepping, on 1. 

1. Glide closing step left sideward, 1-2. 

2. Glide closing step left and right forward, 1-4. 

The Follow-Step 

Explanation : Step left forward, 1 ; close the right foot with the 
instep to the heel of the left, 2 ; repeat right, 3-4. Instead of closing 
with heels together as in closing-step the opposite foot follows by 
closing at the instep. 

Follow-step forward left and right, 1-4. 

2. Follow-step forward with arm movements. 



Rhythaiic Steps 



115 



Explanation: Step left forward and raise the left arm to half 
circle over head, 1 ; close right foot to the left at the instep and re- 
place arm, 2. Repeat right 3-4. Repeat several times. 

The Touch-Step 

Description of execution : On, 1 ; the left leg is raised directly 
forward about ankle high with the knee and ankle thoroughly extended. 
The toe of the foot is then placed lightly on the floor with the foot 
turned slightly outw^ard and again immediately raised, giving the exer- 
cise the characteristic touching movement from which the step gets 
its name. 

On, 2 ; the left foot steps forward with the weight transferred. 
The same is repeated with the right foot. 
Touch step left and right, 1-4. 

The Change-Step 

Explanation: The change-step consists of two follow-steps in 
which the last step remains unfinished. On, 1 ; the left foot steps 
directly forward Avith the foot turned slightly outward and the body 
weight transferred. On, 2 ; the right foot closes to the left heel at 
the instep. On, 3; the left foot steps forward again with the body 
weight transferred. This completes the change-step to the left. The 
right foot does not close to the left the second time, but steps forward 
past the left beginning the change-step to the right. After practicing 
the step counting 1-3 ; combine the first two movements and count, 
1 "and" 2. The step is executed in 6-8 and 2-4 rhythm. 

1. The change-step forward left and right, 1-4. 

Change-Step With Arm Movements 

1. Raise left arm to a semi-circle over head on the change-step 
left, raise the right arm to a semi-circle over head on the change- 
step right. 

2. Step left forward, 1 ; step right forward, 2 ; step left forward, 
3; place right foot forward touching toe on floor, 4. Take the same 
to the right, begin by stepping right. 

Repeat above exercise several times. 

The Step-Hop 

Description of Execution : On, 1 ; the left foot steps obliquely 
forward with the toe turned slightly outward and the weight of the 
body transferred. The right leg is extended backward with the toe 



ii6 Physical Education — Grades III-IV 

touching the floor, the knee and ankle thoroughly extended. On, 2, 
the body is raised by an upward spring from the left foot, the right 
leg being raised backward with the knee slightly bent. This gives the 
body the position of momentary flight. The right leg being raised is 
in a position to begin the step to the right. The step is executed in 
schottische, mazurka, march, and polka time. 

1. Step-hop forward left and right, 1-4. 

2. Four glides left, 1-4 ; 4 glides right, 5-8 ; 4 step-hops forward 
left and right, 9-12. 

The Glide 

The glide consists of a sliding movement of the leading foot,, 
performed on the ball of the foot with the knees slightly flexed. 

Description of Execution: On, 1; the left foot slides directly 
forward with the knee slightly flexed and the foot turned slightly out- 
ward. On, 2 ; the right foot slides toward the left, closing to the left 
heel at the instep. This completes the glide to the left. The same 
movements occur in reverse order on the glide to the right. 

1. Four glides left, 1-4; four glides right, 5-8. 
Explanation : This is a succession of glide-follow-steps executed 

quickly. Glide on the ball of the foot. On the execution left the left 
foot leads. The right leads in the execution right. 
Count 1, "and" 2 ; "and!' 3, "and" 4. 

2. Four glides left, 1-4; 4 glides right, 5-8; 4 change-steps for- 
ward left and right, 9-12. 

The Rocking-Step 

Explanation : Step left forward, 1 ; cross the right foot in front 
of the left, step on the right foot, transferring the weight to the right 
foot with a rocking movement, at the same time rising on toes, 2 ; 
lower heels and transfer the weight back on the left foot, 3. Repeat 
the same to the right, 4-6. Repeat several times. 

The Gallop-Step 

Description of Execution (sideward) : On, 1; the left foot steps 
directly sideward with foot turned slightly outward and the weight of 
the body transferred. The right leg is extended sideward with the 
toe touching the floor and the ankle thoroughly extended. On, 2 ; the 
right foot displaces the left with a quick cut and is brought to the 
position formerly occupied by the left. The body weight is then trans- 
ferred to the right foot with the extended left leg raised sideward in 
preparation for the next step. The step is executed quickly, the dis- 



Rhythmic Steps 



117 



placing of the foot taking place during only a part of one count of 
the measure. On the gallop-step right, these movements are re- 
versed. The step is executed in march, polka and mazurka riiythm. 

The Waltz Balance-Step 

Explanation : Step left forward 1 ; close the right foot to the 
left and raise heels, 2 ; lower heels, 3 ; repeat right, 4-6. 

Combinations 

1. Two step-hops left and right forward, 1-4 ; take two change 
steps forward, raising left arm to a semi-circle over head on the change 
step left, replace left hand on hip and raise the right arm on the change 
step right, 5-8. 

2. Take the balance-step obliquely forward left and right with 
arm movements. Raise the left arm to semi-circle over head on the 
balance-step left, raise the right arm on the balance-step right. 

3. Four glide-follow-steps left forw^ard (left foot leads) 1-4; 
same right, 5-8 ; 3 marching steps forward beginning left 1-3 ; and 
place the right foot forward, 4. Same beginning right, 5-8. 

4. Place left foot forward, 1 ; place left foot backward, 2 ; change 
step forward left, 3-4. Same right, 5-8. Four step-hops forward, 
beginning left with raising the free foot in front of the opposite knee, 
1-8. Repeat above several times. 

5. Two glide-change-steps forward beginning left, 1-4. Three 
marching steps forward beginning left, 1-3 ; face left about on, 4. 
Repeat several times. 

6. Two balance-steps forward beginning- left, 1-6. Two rocking 
steps sideward beginning left, 1-6. 

7. Balance-step left forward, 1-3 ; balance-step right backward, 
4-6 ; two glide-change-steps forward beginning left, 1-6. 

8. Touch left foot forward, raising arms sideward, 1 ; touch 
again, 2; change-step forward left lowering arms, 3-4; repeat 
right, 5-8. 

9. As (8), 1-8; then add 3 marching steps forward beginning 
left, 1-3 ; place right foot forward, 4 ; repeat right with one-half turn 
left on last count, 5-8. 

10. Step-hop forward left and right hopping twice, raising foot 
in front of opposite knee, 1-6. 

Explanation : The step is executed in three-quarter time. Step 
left forward, 1; hop, 2; hop again, 3. Same right, 4-6. When hop- 
ping raise the opposite foot in front of the knee. 



ii8 



Physical Education — Grades III-IV 



11. Two rocking-steps forward left and right, 1-6 ; two steo- 
hops left and right. 

Combination in two-four time. 

12. Place left foot forward, 1 ; place left foot backward, 2 ; 
change-step left forward, 3-4. Same right, 5-8. 1-4 turn right and 
gallop-step left sideward, 1-4. 1-2 turn left and gallop-step right 
sideward, 5-8. 1-4 turn right, 3 marching steps forward and point 
right foot forward, 1-4. Same right with ^ turn on last count, 5-8. 
24 counts in all. Repeat several times, count only to 8 three times 
instead of 1 to 24. 

Combination in three-four time. 

13. Balance-step left forward and right backward, 1-6 ; two 
glide-change-steps left and right forward, 1-6 ; two step-hops left 
and right forward (hopping twice), 1-6; two rocking-steps left and 
right obliquely forward, 1-6. Count to 6 four times instead of 1-24. 



Rhythmic Plays 



119 



RHYTHMIC PLAYS 
GRADES III-IV 



Ha 


rk, Hark, Tl 


le Dogs Do Bark 

Farwell 










^ 








i_JLd — 


— 1» 1 


* f r r 1 


-f r If 




f 1/ r ■ ' 

r I t 


















r — p 
































f p ~ — 







mm 












km 







Copyrighted by Lillian F. Harrington 

Formation — Double circle, facing counter-clockwise, inside hands 
joined. 

I. (a) Glide obliquely forward outward^ raising in- 
side foot behind, and hop, outside hand at 
ear, listening, (1-2) 1 measure. 

Sing — "Hark, hark." 



I20 



Physical Education — Grades III-IV 



(b) Step on inside foot, outside foot behind, bend 

knees, and lean towards partner, nodding 
head toward partner, hands on hips, (1-2) 1 measure. 
Sing — *'The dogs do bark." 

(c) 2 glides forward outside foot and inside foot, 

waving outside hand high, (1-4) 2 measures. 

Sing — "The beggars are coming to town." 

(d) Raise arms sideward, 4 high skips, turning 

outward, away from partner to make com- 
plete turn. Starting with outside foot, (1-4) 2 measures. 
Sing — "Some in rags, and some in tags." 

(e) 4 stately steps forward, partner's inside 

hands joined high, and outside hands be- 
hind, as tho over trained skirt. Look back 
toward outside hand, (1-4) 2 measures. 

Sing — "And some in velvet gowns." 

(f) Deep bow and courtesy to partners, (1-4) 2 measures. 
Sing — "And some in velvet gowns." — ■ 

10 measures. 

II. No singing. 

(a) 8 skips forward, starting outside foot inside 

hands joined, (1-8) 4 measures. 

(b) Face partner, and join both hands, crossed, 

make one two-step (glide and close) toward 

line of direction, and one back again, (1-4) 2 measures. 

(c) Bow and courtesy in line of direction, (1-4) 2 measures. 
Repeat, (1-16) 8 measures. 



16 measures. 



Rhythmic Plays 



121 



To Market, To Market 



Farwell 















r-^r — 




^^^^ 

9^ 











^^^^^ 
^^^^ 




— — ^ 


1* — 1 


f 















* J ^ J. J 






^ 












Copyrighted by Lillian F. Harrington 



Formation — Single circle, facing center, partner's inside hands 
joined, boys on the left of each couple. 

1. (a) Two gallop steps toward center, starting 

right foot. (1-2) 1 measure. 

Sing — *'To market, to market." 
(b) Face partners, single circle, join both hands, 
bend forward and swing hands down to- 
gether. (1) 
Swing arms sideward and throw heads 

back. (2) i measure. 

Sing — "To buy a fat pig." 



122 



Physical Education — Grades III-IV 



(c) Face out, stand beside partners, inside hands 

joined, starting right foot 2 gallops to edge 
of circle. (1-2) 1 measure.. 

Sing — "Home again, home again." 

(d) Girls turn left about, boys turn right about, 

with two-gallop steps. (1-2) 1 measure^ 

Sing— "Jiggity Jig." 

II. (a) Repeat (a) Part I. 1 measure.. 

Sing — "To market, to market." 

(b) Repeat (b) Part I. 1 measure.. 
Sing — "To buy a plum bun." 

(c) Repeat (c) Part 1. 1 measure.. 
Sing — "Home again, home again." 

(d) Face partner, boys step right and bow, girls 

step right and courtesy to partners. (1-2) 1 measure. 

Sing — "Market is done." 8 measures. 

III. No singing. 

Starting single circle, facing partners, and 
skip past partners and around circle, boys 
outside, girls inside, with 12 skipping steps, 
back to original places. (1-12) 6 measures. 

Bow and courtesy to right. (1-2) 1 measure. 

Take original places, ready to start again 

from beginning of dance. 1 measure. 

8 measures. 



Rhythmic Plays 
Three Children Sliding 



123 



Farwell 



ri 










on r 


ft — 




f *f ^ J 

















r r 





0'«r F r 


1*' ^ ff 


:' r ; 


r .1 II 



Copyrighted by Lillian F, Harrington 

Formation — Single circle, facing out, hands joined. 

1. (a) 8 slides right. 

Sing — "Three children sliding on the ice all 
on a summer's day." 
(b) 4 skips backward to center. 

Sing— "As it fell out, they all fell in." 
(c) 4 little running steps forward to edge of circle, 
Face partner. 

Sing — "The rest, they ran away." 

II. (a) Step r. point L. in front, shake r. finger, 
Same left. 

Sing — "Now if those children had been 
home." 

(b) Join both hands with partner, and slide four 

slides around r. 
Sing — "Or sliding on dry ground." 

(c) Repeat (a). 

Sing— "Ten thousand pounds to one penny." 

(d) Hands on hips, and nod heads 3 times. 
Sing — "They had not all been drowned." 

III. (a) Hands on hips, face out. (1-2). 

Extend hands forward. (3-4). 
Sing — "Ye parents all, w^ho children have." 



4 measures. 



2 measures. 



2 measures. 



2 measures. 



2 measures. 



2 measures. 
2 measures. 



2 measures. 



124 



Physical Education — Grades III-IV 



(b) Right about, to face in, hands on hips. (1-2). 

Extend hands forward. (3-4). 2 measures. 

Sing — **And you too, who have none." 

(c) Join both hands with partners, and turn with 

6 skips. 

Finish in first position, single circle facing 

out. 4 measures. 

Sing — "If you would have them safe abroad. 
Pray keep them safe at home." 





Taffy Was a Welshman 


Farvvell 






• 






— T — y 


1 -•-^-^^ 


^=-=pr— — 


p 






















ty y % -hf 




f 


~f 




r i. T- 












.. 














t — * 


^ 


«P r-«p 

















r\ |f — -t^ 


f 


f 






^ P 



Copyrighted by Lillian F Harrington 



Formation — Two lines, boys on one side, girls opposite, facing part- 
ners. 



Rhythmic Plays 



I. (a) Face right and take three strong steps forward, 

(r, 1, r), arms swinging (1, 2, 3), turn left about 

(4), (Lines moving in opposite directions). 1 measure. 

Sing — "Taffy was a Welchman." 

(b) 3 sneaking steps back to place, (r, 1, r), (1, 2, 

3), and face partners (4). 1 measure. 

Sing — "Taffy was a thief." 

(c) 3 strong steps to center, (r, 1, r), and feet to- 

gether (1, 2, 3, 4), all making one line down 
the center, girls facing one way, boys the 
other, partners right shoulders together. 1 measure. 
Sing — "Taft'y came to my house." 

(d) Back to places with quick little backward 

steps, arms in a circle in front of chest, as 
tho holding something (1, 2, 3, 4). 1 measure. 

Sing — "And stole a piece of beef." 

(e) 3 skips forward (r, 1, r), to single line again, 

and feet together, hands on hips (1, 2, 3, 4) 1 measure. 
Sing — "Then I Avent to Taffy's house." 
{{) Bend forward and look to right (1, 2), look to 

left (3, 4). 1 measure. 

Sing — "Taffy wasn't home." 

(g) 4 sneaking steps around partner, to face orig- 

inal place (1, 2, 3, 4). 1 measure. 

Sing — "I returned the favor." 

(h) Quick little running steps forward to original 

places, arms as in (d) (1, 2, 3, 4). 1 measure. 

Sing — "And stole a marrow^ bone." 

II. Quicken the music. No singing. 

Head couple lead dow^n the sides and up the 
center to place, all following, using this step. 

Step R. L. R. (1, 2, 3), hop on right and ex- 
tend left forward, toes pointing down (4) 
Same left, etc. 8 measures. 



Repeat all, ad libitum. 



16 measures. 



126 



Physical Education — Grades III-IV 



Norwegian Mountain March 

Victor Record No. 17160 



Formation — Groups of three all moving forward in a circle. In 
each group of three No. 1 stands in front with a handkerchief 
in either hand, No. 2 and No. 3 stand side by side with inside 
hands joined and with outside hands grasping the handkerchiefs 
held by the leader. 
I. Starting with the left foot all run forward taking 
three steps to each measure, and stamping on 
the first count of each measure. When stamp is 
made with left foot, sway the body to the left, 
and sway to the right when stamp is made with 
the right foot. (Count 1, 2, 3 for each measure). 16 measures. 
II. No. 1, bending forward and with a stamp on the 
first count, runs backward three steps, and 
passes under the uplifted hands of No. 2 and 
No. 3. (1-3) (1st measure). 

No. 1 after passing under, runs three more 
steps in place (4-6) (2d measure). 

(During measures 1 and 2, No. 1 and No. 2 
run in place) 

No. 2 with six short running steps, passes 
across in front of No. 1, and turns inward once 
around in place under No. I's right arm. (7-12) 
(3d and 4th measures) 2 measures. 

No. 3 with six short running steps, turns in- 
ward once around in place under No. I's right 
arm. (13-18) (5th and 6th measures) 2 measures. 



1 measure. 



1 measure. 



Rhythmic Plays 



127 



No. 1 with six short running steps, turns once 
around to the right under own right arm (19-24) 
(7th and 8th measures) 2 measures. 

This brings the three back to their original 
positions. During the above each should con- 
tinue running in place while the others execute 
their part. 

Repeat the above. 8 measures. 

Repeat all, ad libitum. 32 measures. 



Gustaf's Skoal (Swedish) 

Victor Record No. 17330 







<^ - ^ LJ 




■ 

m 








\2-^ IT. 


















Formation — Four couples forming square, as in quadrille. Boy on 
the left of each couple. Couple No. 1 at the head, couple No. 2 
at the foot, and couples Nos. 3 and 4 on the sides. Partners join 
inside hands, outside hands on hips. 



128 



Physical Education — Grades III-IV 



1. Couple No. 1 and couple No. 2, starting with the 
left foot, three steps forward, toward one an- 
other, the boys close feet together on the 4th 
count bowing at opposite, while the girls place 
the right toe back of left heel bending knees in a 
courtesy. (1-4). 2 measures- 

Starting with the left foot march back to place, 
three steps, closing feet together on the 4th 
count (5-8). 2 measures. 

Couples Nos. 1 and 2 repeat above (9-16). 4 measures. 

Couples Nos. 3 and 4 (side couples) repeat all the 
above (1-16). 8 measures. 

II. Couples Nos. 1 and 2, dropping hands, skip forward 
and join inside hands with the dancer opposite 
(the boy of couple No. 1 joining his right hand 
to the left hand of the girl of couple No. 2, and 
the boy of couple No. 2 joining his right hand 
with the left hand of the girl of couple No. 1) 
turn outward and pass under the arch formed by 
the side couples raising their joined hands. As 
soon as they have passed under the arches, the 
head couples drop hands and separate, the boys 
turning to the left and the girls to the right, and 
skipping back to place (1-8). 4 measures. 

Still skipping, clap hands on the first note of the 
5th measure, join both hands with partner, and 
skip around in a circle clockwise, pulling away 
from one another and swinging vigorously. 
(9-16). 4 measures. 

Couples Nos. 3 and 4 (side couples) repeat the 
same. (1-16). 8 measures. 

Repeat all, ad libitum. 32 measures. 

Children's Polka — (Kinderpolka) 

Victor record No. 17327 

Formation^Single circle, partners facing each other. Raise arms 
sideward and grasp hands. Boy's right arm toward center, 
girl's left. 

I. Glide-polka toward the center (1, 2, 3 "and" 4), 

return (5-8). 4 measures. 



Rhythmic Plays 



12 



Repeat, starting outward and returning (9-16). 4 measures 
Face forward by couples, joining inner hands 
(boy's right and girl's left), starting with the 
outer foot and moving counterclockwise, heel- 
and-toe-polka forward in the circle. Outer hand 
on hip. Lean the body slightly backward on the 
"heel," and forward on the "toe." (1-16) 
(Measures 1 to 8, repeated). 

II. Drop hands and face partner, boy on the inside, 
girl on the outside of circle. Clap hands against 
thighs (1), clap own hands (2), clap partner's 
hands three times (3 "and" 4), repeat (5-8). 

With a spring place the left heel forward, toe up, 
placing the left elbow in the right hand and 
shake the forefinger three times at partner. Re- 
peat, right heel forward, shaking right hand. 

Hands on hips, with four quick running steps turn 
a complete turn to the left (1-4). 

Stamp three times, beginning with the right foot. 



measures. 



4 measures. 



measures. 



measure, 
measure. 



Repeat all, ad libitum. 



24 measures. 



Nigare Polska. (Nixie Polka) (Swedish) 

Victor record No. 17327 















1 

— ^ , 

._ ^ X 


2 3 


f 


4 

p 1 


.ij fc. . 


3 _ 


— a 


— r 





it ^ 



-9 — r 

a 



i 















' 9 


. . . ^ 


a- — « — 

^ J ' 


11 


T — 


4 ^ y 

9 9 















I30 



Physical Education — Grades III-IV 



Formation — Single circle, facing center, hands on hips. One in 
the center of circle as leader. 

I. Hop on right foot and place left foot forward 

(1), reverse (2). 1 measure. 

Repeat three times (3-8). 3 measures. 

On the 1st note of the 5th measure leader claps 
hands and runs around circle with nine little 
steps, others run in place (1-9), all stamp twice 
(10-11). 4 measures. 

Repeat the running steps, leader stopping in 
front of someone in the circle on the two 
stamps (1-11). 4 measures. 

II. Part I is now repeated, with the leader and the 

one chosen facing each other. This time 
when the leader claps, she faces about, and the 
child chosen places hands on the leader's 
shoulders. Running steps are now repeated 
by the two, and a new^ partner is chosen. 12 measures. 

Repeat until all are in line. The line may face 24 measures, 
about each time, alternating leaders. If the 
class is large, it may be well to start with two 
in the center, each to lead a line. 



R H YTH M ic Plays 



Klappdans — (Swedish) 



31 



Victor record No. 17084 



fl 2 =- 8 4 5 




8 /9 



10 



11 




12 ^/ 13 



14 



15 



16 



Formation — Double circle, partners facing forward, inside hands 
joined, outside hands on hips. Boy on left of each couple. 
1. Starting with the outside foot, polka-step forward, 
turning toward partner and swinging the joined 
hands backward and upward on the polka-step 
with the outside foot. Turn slightly away from 
partner and swing arms forward and upward on 
the polka-step with the inside foot. (1-16). 
(measures 1 to 8). 8 measures. 

Starting with the outside foot, heel-and-toe-polka 
forward, leaning slightly backw^ard on the "heel" 
and forward on the "toe." (1-16). (Measures 
1 to 8). 8 measures. 



132 



Physical Education — Grades III-IV 



11. Partners face each other, hands on hips, the boy 
bows and the girl makes a peasant courtesy 
(touches right toe behind the left heel and bends 
knees) (1), straighten (2), (9th measure). 1 measure.' 

Clap own hands three times (10th measure) 1 measure. 

Repeat measures 9 and 10 (11th and 12th meas- 
ures). 2 measures. 

Partners clap right hands together (1), own hands 

(2) (13th measure). 1 measure. 

Partners clap left hands together (1), own hands 

(2) (14th measure). 1 measure. 

Partners each make a complete turn to the left 

(15th measure). 1 measure. 

Three stamps in place starting with the right foot 

(16th measure). 1 measure. 

Repeat measures 9 to 12. 4 measures. 

Placing right elbow on back of left hand shake 

forefinger at partner three times. 1 measure. 

Repeat, shaking left forefinger. 1 measure. 

Partners strike -right hands together and turn a 

complete circle to the left with three quick steps 1 measure. 

Partners facing each other stamp three times. 1 measure. 

Repeat all, ad libitum. 32 measures. 

Each time it is repeated the boy may step back and take the 
girl behind him for a new partner. 



Rhythmic Plays 



133 



Bleking — (Swedish) 

Victor record No. 17085 





' 1 












» 1 — 9 — 




























m 






3 — 

f 1 : 

_il 



Formation — Single circle, partners facing, 

I. (a) With a quick spring place the left heel for- 
ward, swinging the left arm up and for- 
and the right arm back, (count 1, *'and") 
with a quick spring change the position of 
the feet and arms, (2, "and"). 

(b) Make three quick changes of the arms and 

feet. 

(c) Repeat (a) and (b) starting with the right 

foot. 

(d) Repeat all. 

n. Partners take regular waltz position and dance 
sixteen "jig" steps, turning clockwise eight 
counts and reversing eight counts. (Jig- 
step) boy starts with left foot, girl with 
right foot, step to the side and sway the 
body to the same side, (1), hop on the step- 
ping foot, raising the opposite leg sideward 



1 measure. 

1 measure. 

2 measures. 
4 measures. 



134 



Physical Education — Grades III-IV 



with knee straight, (''and"), repeat to the 
opposite side, (2, "and") The extended 
arms are pumped up and down, the body 
sways from side to side and the raised 
leg is kept straight as the step is taken. 8 measures. 

Repeat the whole dance ad lib. 16 measures 

Sellenger's Round (English Country Dance) 

Victor Record, No. 18010 

Formation — Single circle, facing center, hands grasped, boy on the 
left of each couple. 

I. (a) Eight gallops clockwise (1-8), eight gallops 

counter-clockwise, back to places (9-16), 8 measures. 

(b) Drop hands, arms swing naturally at sides, 

balance right forward (1-2), left forward 
(3-4), three running steps backward and 
close feet together on the 4th step (5-8). 4 measures. 
Face partner, balance right sideward (1-2), 
left sideward (3-4), turn in place, a com- 
plete circle to the right with four quick 
running steps (5-8). 4 measures. 

(c) Repeat (b) (1-16). 8 measures. 

II. (a) All join hands in circle and starting with the 
left foot, run forward toward the center 
three steps and close feet together on the 
fourth step (1-4), three running steps 
backward to places and close on the fourth 
step (5-8). 4 measures. 

Repeat (1-8). 4 measures, 

(b) and (c) as in Part 1. 16 measures. 

III. (a) Face partner, and starting with the right 
foot, three running steps forward, chang- 
ing places with partner, passing left 
shoulder to left shoulder, and facing left 
about on the fourth step (1-4), return to 
place, starting with the left foot, passing 
on the right and facing right about on the 
fourth step (5-8). 4 measures. 

Repeat (1-8). 4 measures. 



Rhythmic Plays 



135 



(b) and (c) as in Part I. 
IV. (a) Partners link right arms and with eight 
skipping steps swing a complete circle 
clockwise, and back to places (1-8). 
Partners link left arms and with eight skip- 
ping steps swing a complete circle coun- 
ter-clockwise, and back to places (1-8). 
(b) and (c) as in Part I. 



16 measures. 



4 measures. 



4 measures. 
16 measures. 

96 measures. 



Gathering Peascods (English Country Dance) 

Victor record No. 18010 

Formation — Single circle, facing inward, hands grasped, boy on the 
left of each couple. Not more than eight couples in each 
circle. 

I. (a) 8 gallops clockwise, (1-8) 

Drop hands, turn in place, a complete circle 
to the right with four quick running steps, 
(1-4) 

(b) 8 gallops counter-clockwise, (1-8) 
Drop hands, turn in place, a complete circle 

to the right with four quick running 
steps, (1-4) 

(c) Boys run forw^ard and meet, grasp hands, 

and run in the circle clockwise, and back 
to places, 12 steps, (1-12) 

(d) Girls repeat (c), (1-12) 

(e) Boys run three steps forward, raising their 

arms obliquely foreupward and clapping 
hands on the 3d step, and closing feet to- 
gether on the 4th step, (1-4) 

Girls forward and clap ; while the boys run 
backward to places, (1-4) 

Boys forward, as before ; while the girls run 
backward to places, (1-4) 

Boys run back to places, turning a complete 
circle to the right as they do so. Girls 
remain in place, (1-4) 

(f) Girls run forward, clapping hands on the 

3d step and closing feet together on the 

4th step, (1-4) 2 measures. 



4 measures. 



2 measures. 
4 measures. 



2 measures. 



6 measures. 
6 measures. 



measures. 



2 measures. 



2 measures. 



2 measures. 



136 



Physical Education — Grades III-IV 



Boys forward, girls back, (1-4) 
Girls forward, boys back, (1-4) 
Girls back, turning as they go. 
main in place, (1-4) 



Boys re- 



2 measures. 
2 measures. 

2 measures. 



II. (a) Face partner and starting with the right 
foot run three steps forward, changing 
places with partner, passing left shoulder 
to left shoulder, and facing left about on 
the 4th step (1-4), return to place, start- 
ing with the left foot, passing on the right 
and facing right about, (5-8) 
Turn in place, a complete turn to the right, 
with four quick running steps, (1-4) 

(b) Repeat (a), (1-12) 

(c) Girls run forward, meet, grasp hands and 

run around clockwise to places, 12 steps, 
- (1-1^) 

(d) Boys the same, (1-12) 

(e) Same as (f) in Part I. (1-16) 

(f) Same as (e) in Part 1. (1-16) 

III. (a) Partners link right arms, and with 8 skip- 
ping steps swing a complete circle, clock- 
wise, and back to places, (1-8) 
Turn in place, a complete circle to the right, 
with four quick running steps, (1-4) 

(b) Partners link left arms, and with 8 skip- 

ping steps swing a complete circle, 
counter-clockwise, and back to places, 
(1-8) 

All turn in place, a complete turn to the 
right, with four quick running steps, (1-4) 

(c) Boys run forward, meet, grasp hands and 

run around clockwise to places, 12 steps, 
(1-12) 

(d) Girls the same, (1-12) 

(e) Same as (e) in Part I. (1-16) 

(f) Same as (f) in Part I. (1-16) 



4 measures. 



z measures. 
6 measures. 



6 measures. 
6 measures. 
8 measures. 
8 measures. 



4 measures. 
2 measures. 

4 measures. 
2 measures. 



6 measures. 
6 measures. 
8 measures. 
8 measures. 



130 measures. 



Rhythmic Plays 



137 



The Black Nag (English Country Dance) 

Victor record No. 18004. 

Formation — Sets of three couples each, all facing forward. Boy 
on left of each couple. Inner hands grasped, outer hands swing- 
ing at sides. 

I. (a) Starting with the outer foot, three run- 
ning steps forward and close feet together 
(1-4), three running steps backward and 
close feet together (5-8). 
Repeat. 

(b) First couple face each other and starting 

with the outside foot four gallops to the 
side 

2d couple the same. 
3d couple the same. 

All turn right, a complete turn with four 
quick running steps. 

(c) Third couple take both hands and start- 

ing with the inside foot four gallops side- 
ward to original places. 
2d couple the same. 
1st couple the same. 

All turn a complete turn to the right with 
four quick running steps. 

II. (a) Starting with the right foot partners 
change places (passing left shoulder to left 
shoulder) with three running steps, facing 
left about on the 4th step (1-4). 
Starting with the left foot, passing on the 

right and turning right about, run back to 

place (5-8). 
Repeat. 

(b) 1st boy and 3d girl change places with 

four gallops. 

1st girl and 3d boy the same. 
2d girl and 2d boy the same. 
All turn right, a complete turn with four 

quick running steps, 2 measures. 

(c) Repeat (b) returning to places 8 measures. 



measures, 
measures. 



measures, 
measures, 
measures. 

measures. 



measures, 
measures, 
measures. 

measures. 



measures. 



measures, 
measures. 

measures, 
measures, 
measures. 



138 



Physical Education — Grades III-IV 



III. (a) Partners link right arms and with skip- 
ping steps swing a complete circle clockwise 
and back to places. (1-8). 4 measures. 

Same, linking left arms and swinging coun- 
ter-clockwise. 4 measures. 

(b) All join hands in circle and skip in the 

circle clockwise sixteen skips. 8 measures. 

(c) Turn, and sixteen skips counter-clockwdse 

back to places. 8 measures. 

72 measures. 

GAMES 

GRADES III-IV 

Select suitable games from the previous grades. 

"Fruit Basket" 

The players are all seated. One is chosen to tell a story 
about fruit. He stands in front of the room or in the center of a 
circle. Each player is given the name of a fruit. The one chosen 
tells a story, bringing in these names. Each player rises and 
turns around when he hears his name. All rise and turn when 
the words "fruit basket" are heard. At the words, "The fruit 
basket upset," all the players must change seats, and the one who 
has been telling the story tries to take the place of one of the 
other players. Whoever is left standing tells the next story. 

"Fox and Rabbit" 

Materials — tw^o bean bags. 

A white bean bag may be used for the "rabbit" and a red one 
for the "fox." One child in the circle is given the "rabbit," which 
he sends around the circle by passing it to the one next to him, 
and so on. A moment later the "fox" is started, giving chase 
to the rabbit. The latter must reach the child's hands from 
which it started before the "fox" overtakes it. The players some- 
times forget that a "fox" is coming after the "rabbit" and do not 
help it along. Attention and co-operation are called into play. 

This may also be played with the children seated. The bags 
are then passed back in one row and forward in the next. 

The "rabbit" must reach the last child before being over- 
taken by the "fox." 



Games 



139 



Straddle Ball— for Boys 

This is played with a basket ball. The players form a circle 
facing inward and have their feet straddled, touching those of 
their two neighbors. One player in the center tries to pass the 
ball out of the circle between the feet of some of the players, 
which the latter try to prevent with their hands. The one between 
whose legs the ball passes takes his place in the center. 

Roll Ball— for Girls 

Players form a circle with hands clasped. A starter stands 
in the center and tries to kick the ball so that it will roll, but not 
leave the ground and pass through between two members of the 
circle. These roll it back. This continues until the ball goes 
through, when the player on whose right side it passed exchanges 
places with the center player. 

Fire in the Mountains — Run! Run! Run! 

Formation — The class is arranged in a circle standing two 
deep with all players facing toward the center. The players 
standing nearest to the center of the circle must represent the 
trees in the forest and each one of the players standing on the 
outside takes his place behind one of the "trees." The one selected 
to be "it" takes his place in the center of the circle and says "Fire 
in the Mountain, run! run! run!" and begins clapping his hands. 
Whereupon those standing behind the "trees" immediately begin 
running around the outside of the circle, running to the left. 
After running around the circle once or twice, the one who is 
"it" suddenly stops, clapping his hands and takes his place be- 
hind one of the "trees." Those running must then dodge quickly 
behind a "tree." Someone is bound to be left out and become 
"it" for the next game. After playing three or four games, the 
players change places and those representing the trees become 
the runners. 

Wrestling Circle 

Formation — Single circle ; pupils facing the center with 
hands grasped. Four, five or more Indian clubs are placed in the 
center of the circle, about 8 inches apart. The players by pulling, 
pushing, etc., try to force one of their number to knock down the 
club. The one who knocks down the club steps out and remains 
out until some one else knocks a club down when he again re- 



140 Physical Education — Grades III-IV 

sumes his place. It is advisable to have a large number of small 
circles v^ith about five or six pupils in each. Put the boys and 
girls in separate circles. The game may also be played by plac- 
ing a small stool in the center and in the same manner as above 
make some one sit down on the stool. 

Passing the Bean Bags 

Formation : Two or more single front ranks facing each 
other. The distance between the ranks is about six feet. The 
pupils in the ranks stand at least two feet apart. 

Several bean bags are piled at one end of each rank beside the 
leader of that rank. At the command ''go" the leader picks up 
one of the bean bags with the hand nearest to the pile and taking 
the bag in his other hand passes it to his neighbor who immediately 
passes it down the hne in the same manner. The others are passed 
in quick succession until all have been passed, and placed on the 
floor at the other end of the line. When all the bags have been 
placed on the floor at the end, they must be returned to the leader 
in the same manner. The object being to see which side can pass 
the bags down and back in the shortest space of time. The bags 
must be passed to everyone in the line, skipping no one and must 
be grasped in one hand and transferred to the other before being 
passed to the next one. If any of the bags are dropped, that player 
must pick it up with the same hand with which he dropped it, and 
pass it on before he can pass the next one. The bags must not be 
passed too rapidly as time must be allowed for the pupils to proper- 
ly grasp them and pass them on. 

Running Races 

Formation: A column of front ranks of four. Pupils facing 
to the front. At a distance of from sixty to seventy feet from the 
first rank a goal line is drawn and four or five bean bags, erasers, 
etc., are placed behind the line. At a given signal, the pupils in 
the first rank run, pick up a bean bag,, return to the starting line, 
touch the ground with the bean bag, return to the goal line, replace 
the bean bag on the ground and then run back to their starting 
places. The one who finishes first is the winner. The next rank 
then steps up and runs. When all have run the winners run in 
the same way until the final winner is found. After the first ones 
finish they form at the rear of their file. 



Games 



141 



Third Slap 

This is played with the players standing with the hands raised 
about waist high, with palms up, one player standing in front to 
slap. The hands must be held in place to receive the slaps, of 
which three are given to the same or different persons, but as soon 
as the third is given the one giving it turns and runs to a goal be- 
hind him. If caught before reaching the goal, he continues as be- 
fore, if not, the one pursuing him takes his place as "it." 

Foot in the Ring. (Rooster Fight. Chicken Fight) 

A circle about two feet in diameter is drawn, a boy places one 
foot in the ring, folding his arms. A second boy hops round the 
ring with arms folded, trying to push the first boy out of the circle 
by nudging or shooing him as he goes by. When the first boy is 
put out the second takes his place and a new boy is chosen to 
attack. If the attacker is put out by having both feet on the ground 
the next one takes his place. After the game is learned, several 
circles may be used at the same time. A very agile boy will be able 
to defend himself against two attackers. 

Dodgeball 

Formation : Single circle, pupils facing the center. Beginning 
with the leader the pupils count off to twos. All number twos then 
step inside the circle. No. ones forming a circle around them. 

One of the pupils on the outside is given the ball, preferably 
a basket ball. The object of those on the inside of the circle is to 
dodge the ball when thrown by one of those standing on the circle. 
The ones on the inside must try to avoid being hit. When any one 
on the inside is hit he must step in the outside circle. A hit counts 
when the ball strikes a person on any part of the body, be it on th^ 
fly or on a bound. After a given time the players change sides, 
i. e., No. I's stepping on the inside. No. 2's on the outside. The sid^: 
having the most number inside the circle at the end of a certain 
time wins the game. The time may be 3, 4 or 5 minutes. A hit 
does not count when one of the players steps over the line of the 
circle when throwing. Those standing in the circle may not throw 
the ball unless the ball comes directly at them so as to permit its 
being caught or unless it passes them on the right. The latter only 
happens when the ball passes between two players standing in the 
line. These rules will do much to eliminate scrambling for the 
ball by two or three pupils. 



142 



Physical Education — Grades III-IV 



If the ball stops dead in the center of the circle, one of the 
throwers may run in and get it and must throw it to some one in 
the line before it can be thrown again. 

Two in a Ring 

Make a number of circles about two feet in diameter. One 
player "it" may tag any player who is not standing within the 
circle. Not more than two players may stand in a circle at one 
time. The player who first entered the circle may be forced out 
by a third player entering. There should be one or more circles 
less than half the number of players. 

Captain Dodgeball 

The object of the game is for the players on Team A to hit the 
members of the opposing Team B w4th a basket ball. 

Divide the players into two teams. Team A is placed on the 
outer side of the circle which should be from forty to fifty feet in 
diameter. (See diagram). The members of Team B are scattered 
around the inside of the circle, their captain being in the small circle 
in the center. The circle is five feet in diameter. To start the game 
the referee blows the whistle, at the same time tossing the ball to 
one of the players on Team A. The players on Team B defend their 



Games 



143 



captain by trying to intercept the thrown balL This may only be 
done b}^ raising one's foot so that the ball rebounds from the sole. 
(Warding off the ball with the forearm may also be used). If the 
ball touches any other part of the body of a player on Team B, he is 
out and leaves the circle. If the captain (who may not leave his 
circle) is struck, he remains in the game, but the captain of Team A 
has the right to pick two players of Team B and put them out. 
Members of the attacking team must always stand behind the line 
when throwing. Should a ball roll into the field of play, a player of 
Team A may run in and toss the ball to one of his team mates. At 
the end of three minutes (or any other specified time) count the 
number of players remaining on Team B and credit them with so 
many points. The sides are then changed and the second half of the 
game is flayed. 

North and South 

Two divisions line up, facing each other, at a distance of about 
thirty feet, holding out their right hands waist high, with palms 
turned upward. The leader of one side advances and lays his hand 
successiveh^ on the hands of several of the players on the other 
side, suddenly striking one hand; whereupon he turns and runs 
back to his line, pursued by the tagged one. If caught before 
reaching his side, he returns to the opposite side and the catcher 
takes his turn. The tagged one continues the game. The side 
having the largest number at the close wins the game. When 
the number playing is large it is advisable to divide the players 
into groups of six or eight on each side, so that more children 
are busy. 

Poison 

A number of pupils grasp hands, forming a circle. A light 
object is placed in the center of the circle. The pupils try to bring 
each other in contact with the object ("Poison") by pulling and 
pushing while moving around it. The player touching "Poison" 
is out and steps aside. 

Bull in the Pen 

The players form circles, with hands grasped. One player 
is in the circle and tries to get out, either by crawling under the 
hands, jumping or climbing over, or breaking thru. If he suc- 
ceeds in gdtting" out, the two players between whom he passes 
must run after him. The one who catches him becomes the next 
"Bull." 



144 



Physical Education — Grades III-IV 



Beetle Goes Around 

The pupils form a circle, standing close together, face toward 
the center, with hands grasped behind them. One player runs 
around the outside of the circle, carrying the "Beetle" (a knotted 
handkerchief or a twisted towel). While doing this he passes the 
beetle to a player without being seen by the rest. After passing he 
calls, "Beetle is out." The one holding the beetle steps out, strikes 
the player to his right, chasing him around, outside the circle and 
back to his place, striking as often as possible. The player having 
the beetle will continue the game by giving it to some other player. 

Black and White 

The players are divided into two parties, and stand facing each 
other, on opposite sides of a line, about four feet apart. 

One side is called the "Black," the other the "White Party." 
The teacher has a piece of cardboard, painted black on one side and 
white on the other, or a cube having three black and three white 
surfaces. The goal line is behind the players, at a variable distance, 
according to the size of the yard, but should not exceed thirty feet. 

The teacher throws the card or cube into the air. If the white 
side is up when it alights, the white party runs toward its goal, 
pursued by the black party, who catch as many of the white as pos- 
sible. These captives must join the opposing party or they may be 
put out of the game until it is finished. 

If boys only play the game, the captives may be made to carry 
the captors on their backs to the center. 

The game continues indefinitely. The party having the most 
players at the end wins the game. 

This game may also be played by the teacher holding up a 
piece of cardboard that is of different color on each side. The side 
having the color shown must run. 

Or the teacher may simply call the color which is to run. 

Black Man 

The "Black Man" stands in the middle of the yard, facing the 
others, who are arranged in a line on one side of the school yard. 
When the center player calls, "W^ho is afraid of the Black Man?" 
the others answer, "Not I," and run across to the opposite side 
The center player tries to catch as many of the runners as possible. 
All those who are tagged before they reach their goal must assist 
in tagging the others, until all are caught. The last one caught 
starts the next game. 



Games 



145 



This game is also known as "Hill, Dill." The player in the 
center then says : ''Hill, Dill, come over the hill, or I'll catch you 
standing still," whereupon the players run as above. 

Chinese Wall 

In the center of the play space and reaching from side to 
side two parallel lines, about three feet apart, are drawn, repre- 
senting the wall. Two goal lines, also reaching from side to side^ 
parallel with the wall, one on each side of it and about twenty 
to thirty feet distance. One player, the "Builder," stands on the 
wall facing the other players, who are standing on one of the goal 
lines. Upon the "Builder's" order to "Start," the players try to 
cross the wall to the opposite goal line, and the "Builder" tags 
as many as he can without leaving the wall. Ail those he tags 
become his "Workers" on the wall, who must help him tag the 
others who are now on the opposite goal line. Upon the "Build- 
er's" command to "Start," they again cross over to the other side, 
and "Workers" as well as the "Builder" tag as many as possible. 
Neither "Builder" nor "Workers" may leave the wall to tag the 
others. When all have become "Workers" the game begins over. 
The last one caught is the "Builder" in the next game. 

Red Rover 

One player, "Red Rover," stands in his "den," that is behind a 
line drawn across one end of the playing space. The other players 
tease him by calling, "Red Rover, Red Rover, come out of your den." 
"If you catch me or tag me, I'll be one of your men." He clasps his 
hands, runs out and tries to tag one. If he succeeds, both return to 
his den, join hands and again venture forth, each player tagged join- 
ing the line. Players may be tagged only by the ones at the ends of 
the line. If the line is broken, either by those forming it or by a 
player breaking thru, those in the line must return to the den. Xo 
one may be tagged when the line is broken. 

Fish Net 

Two goals are drawn some forty or fifty feet apart and 
reaching from side to side of the play space. The players are 
aligned on one of the goal lines. One player, the "Net," stands 
on the opposite goal line. At the call, "The Net is coming," all 
move forward to the opposite goal, while the Net trys to catch 
a "Fish" ijy throwing his arms around him. The one caught 



146 Physical Education — Grades III-IV 



joins hands with him on the opposite goal line. The "Net" again 
gives his Vv^arning, and as the "Fish" swim to the other side, 
another one is caught by the Net, now consisting of two players ; 
encircling him and grasping hands, they take him to the goal, where 
he joins the net. As the net becomes longer, several fish may be 
caught at one time. The last one caught is the "Net" for the 
next game. If the catchers let go of hands the net is broken ana 
those in it are released. 

Lame Fox 

The one playing "Fox" stands in his "den," marked off, pre- 
ferably in one corner of the yard. The others, the "Chickens," run 
around the outside and tease the Fox by calling: "Lame Fox, lame 
Fox, can't catch one of us." The "Fox" with three long jumps 
comes out of his den, and then, hopping on one foot, tries to tag 
one of the "Chickens." When one of them is tagged it becomes 
the "Fox" and is chased to the den by the others, who strike him 
with knotted handkerchiefs. Should the "Fox" in his attempt to 
tag a "Chicken" put both feet on the ground, he is chased back 
to his den. He may, however, change feet by hopping from one 
to the other as often as he gets tired. 

Relay Races 

— — — The players are divided into two sides, which are 

— — — again divided into smaller teams, the members of 

— — — which stand one behind the other, directly back of 
12 3 the starting line. The opposite teams work together. 

The first players on one side hold a handkerchief, 
flag or other light object in the right hand, and at the 
signal run to their opposite partner, hand the object 
1 2 3 to the first one of that side, who in turn runs to the 

— — — opposite side and gives it to the next player there, 

— — — and so on till all have run. The team finishing first 

— — — wins the race. 

Planting Potatoes 

Draw a number of circles a short distance apart on the start- 
ing line. On a straight line with each circle mark three or more 
crosses six to twelve feet apart. Place the required number of 
objects (bean bags, erasers, etc.) inside of each circle. A pupil 
stands beside each circle holding one of the "potatoes" in his 
hand. At the command thev run, place the object on one of the 



Games 



147 



crosses marked opposite their ring, return, get the second, place 
it on the next cross, run back again, get another "potato," place 
it on the mark, and so on, till all the objects are placed, when 
the runners return to their circles. The one finishing first is 
winner. The next division starts from the circle as before, but 
gathers up the objects in the same manner that the first runners 
distributed rhem, and replace them in the circles. 

Two Deep 

The players form a circle facing inward and standing several 
feet apart. A runner and a catcher stand outside the circle. The 
runner starts around the outside of the circle and steps in front 
of some player, who then becomes the runner. The catcher tries 
to tag the runner before he gets in front of another player, or, not 
succeeding in this, he tries to tag the one in front of whom the 
runner stopped. If he succeeds in tagging the runner, he at once 
becomes the runner, and the other (the runner) the catcher. 
Running thru the circle or more than half way around it before 
stopping in front of some one is not allowed. 



148 Notes 



/ 



Notes 149 



I 



1 50 Notes 



Notes i ^ i 



152 Notes 



J 



Notes 153 



Notes 



I 



J 



Notes 155 



I 



I 



156 Notes 



Notes 157 



158 Notes 



J 



Notes j s^g 



i6o Notes 



J 



GRADES V-VI 



Gymnastics 



163 



GYMNASTICS 

GRADE V-VI 
Lesson I 

I. Ster> left forward and raise arms forward — 1. Bend left 
knee and move arms sideward — 2. Return — 3-4. Same — right. 

II. B(;nd arms to thrust — 1. Lower head backward and thrust 
arms sideward — 2. Return — 3-4. 

III. Raise left leg forward and arms sideward. Raise. Turn 
head left — turn. Return. Lower. 

IV. Jump to side stride stand — ^jump. Hands on hips — 1. 
Bend trunk forward — 2. Return — 3-4. 

V. Place left foot forward and raise arms foreupward^ — 1. 
Lower arms sideward — 2. Return — 3-4. 

VL Raise arms sideward — 1. Turn trunk left — 2. Return — 3, 
Lower — 4. 

VII. Step left forward — 1. Bend knees half deep — 2. Jump 
upward — -3. Straighten knees and raise heels — 4. Lower heels — 5. 

VIII. Inhale in six counts and raise arms sideupward. Exhak 
and lower. 

Lesson II 

I. Arms bent for strike — bend. Step left forward — 1. Strike 
obliquely sidedownward — 2. Return — 3-4. 

II. Stride left sideward— stride. Bend arms to thrust and 
raise chest — 1. Return — 3-4. 

III. Rise on toes and raise arms sideupward — 1. Return — 2. 

IV. Raise arms sideward and bend trunk backward — 1. Re- 
turn — 2. 

V. Eight skipping steps forward with clapping hands — skip 
1-8. Face about and repeat. 

VL Stride left forward — stride. Raise hands front of shoul- 
ders and turn trunk left — 1. Return — 3-4. 

VII. In place, facing left (or left about) on every fourth step 
— march 1-16. Repeat facing right (or right about). 

VIII. Raise left arm sideupward, bend trunk right and inhale 
— inhale 1-6. Lower — exhale 7-9. Pause 10-12. 



164 



Physical Education — Grades V-VI 



Lesson III 

I. Step left forward and raise hands front of shoulders — 1. 
Return— 2. 

II. Stride left forward' — stride. Raise hands front of shoul- 
ders and raise chest — 1. Return — 2, 

III. Hands on hips — place. Bend knees and straighten arms 
sideward — 1. Return — 2. 

IV. Stride left sideward — stride. Bend arms for thrust and 
lower trunk forward — 1. Return — 2. 

V. Four change-steps forward — begin 1-8. Face left about in 
four steps — face 9-12. March in place — march 13-16. 

VI. Stride left sideward — stride. Raise arms sideward and 
bend trunk left — 1. Return — 2. 

VII. In place — march 1-4. Forward — march 5-8. Left about 
— face 9-12. Backward — march 13-16. Repeat. 

VIII. Raise arms sideward, place hands front of shoulders and 
inhale — inhale 1-6. Hold position 7-9. Lower and exhale 10-12. 

Lesson IV 

I. Hands front of shoulders — raise. Step left forward and 
straighten arms sideward — 1. Return — 2. 

II. Stride left forward — stride. Raise arms sideward and 
raise chest — 1. Return — 2. 

III. Bend arms to thrust — bend. Bend knees deep and thrust 
arms sideward — 1. Raise arms upward — 2. Return — 3-4. 

IV. Stride left sideward — stride. Hands on hips and bend 
trunk forward — 1. Straighten — 2. 

V. Hands on hips — place. Place left foot forward — 1. Back- 
ward — 2. Change step left forward — 3 and 4. Same right — 5-8. 
Face left about — face 9-12. In place — march 13-16. Repeat. 

VI. Stride left sideward — stride. Raise arms sideward nid 
turn trunk left — 1. Raise arms upward — 2. Return — 3-4. 

VII. Marching in place, forward, backward, facing It-it or 
right, or left about or right about, four steps each — on command. 

VIII. Raise arms forward, move arms sideward, palms up- 
ward and inhale — inhale 1-6. Lower and — exhale 7-9. Exhale 
again— 10-12. 

Lesson V 

I. Stride left forward and raise arms backward — 1. Swing 
arms foreupward — 2. Return — 3-4. Same right. 



Gymnastics 



165 



Note : In striding, the foot is placed for a distance of twice its 
length full upon the floor, the weight being equally distributed on 
both feet, toes slightly turned outward, trunk and head erect. The 
arms move backward as far as possible, hands shoulder-width apart 
with palms turned toward each other. The chest must be kept 
arched. 

II. Hands front of shoulders — 1. Bend upper trunk backward 
and fling arms sideward — 2. Return — 3-4. 

Note. The hands are raised upward along the median line and 
moved forcibly outw-ard until they are directly in front of the 
shoulders, wrist and forearm in line. The elbows are completely 
flexed and drawn slightly backward. Forearm and upper-arm are 
horizontal. Bending- the upper trunk backward starts with lower- 
ing the head backward. The bending of the trunk should be con- 
fined to the upper region. Fling arms sideward forcibly, keeping 
them shoulder level. 

III. Raise left leg backward and arms sideward. Raise. 
Arms upward. Raise. Arms sideward. Lower. Legs and arms — - 
lower. 

Note : The straight leg is raised backward with, ankle extended. 
Trunk and head erect. In balancing have pupils fix eye on a certain 
spot which will enable them to keep their balance. 

IV. Bend arms to thrust — 1. Lower trunk forward and thrust 
arms sideward — 2. Return — 3-4. 

Note : In bending arms to thrust the hands are closed to a fist, 
raised toward the median line and upward to the side of the shoul- 
ders w4th the palms directed toward them. The forearms assume a 
vertical position with the elbow^s close to the side, knuckles out- 
ward. Distinguish between the lowering of the trtmk and the 
bending as in'the first lesson. In lowering, the movement takes 
place mainh- in the hip joints, the spine being kept as straight as 
possible ; the chest remains arched and the head must not be low- 
ered. In bending the spine is rounded and head lowered. The 
thrusting sideward is to be done vigorously. 

V. Step left forward and bend arms for strike — 1. Strike 
arms sidedownward — 2. Return — 3-4. Same right. 

Note : In stepping the extended leg is raised forward, toes 
pointing ankle high and then the foot is placed for a distance of 
twice its length firmly upon the floor, at the same time transferring 
the weight completely upon the stepping leg; the stationary leg is 



Physical Education — Grades V-VI 



thoroughly extended with heel raised and toes lightl}- touching the 
floor. 

In bending arms for strike the hands are closed to a fist, the 
arms are raised sideward and bent forcibly at the elbows so that the 
fists will be directly over the shoulders. The knuckles are directed 
backward, forearm and Avrist are in one line and the upper arms are 
horizontal and slightly pressed backward. Strike sidedownward 
forcibly. 

VI. Hands front of shoulders — 1. Turn trunk left and 
straighten arms sideward — 2. Return — 3-4. Same right. 

VII. Step left forward and raise arms backward — 1. Bend 
knees half deep — 2. Jump upw^ard and swing- arms forward and 
downward — 3. Straighten knees and raise heels — 4. Lower heels — 5. 

VIII. Rise on toes, raise arms sideupward and — inhale. 
Lower and — exhale. 

Lesson VI 

I. Lunge left forward and bend arms to thrust — 1. Thrust 
arms sideward — 2. Return — 3-4. Same right. 

Note : The straight leg is raised forward with the toes point- 
ing almost knee high. The weight is transferred in the direction 
indicated and the foot placed for a distance of about three times 
its length full upon the floor to receive it. The knee bends as the 
foot strikes the floor and projects from four to six inches over the 
toes; the stationary leg remains flat upon the floor, toes slightly 
turned outward and the trunk and head erect. During the return 
movement the foot is again raised, as in the beginning, before 
closing heels. For bending arms to thrust see Lesson V, Exer- 
cise IV. This exercise should be taken vigorously. 

II. Raise arms sideward — 1. Bend upper trunk backward 
and place hands front of shoulders — 2. Return — 3-4. 

Note : The arms are raised to a horizontal position and forced 
slightly backward, palms downward. For hands front of shoulders 
and bending upper trunk backward see Lesson V, Exercise II. 

III. Raise left leg backward and arms sideward — raise. Lower 
trunk forward — lower. Trunk — raise. Legs and arms — lower. 

Note : The straight leg is raised backward with ankles ex- 
tended. Arms horizontal — head and chest erect. In lowering for- 
ward the chest remains arched and head up. The head, trunk and 
leg which is raised should be in one straight line. 

IV. Stride left sideward and raise arms sideupward — 1. Bend 
trunk backward and lower arms sideward — 2. Return — 3-4. 



Gymnastics 



167 



Note: In striding- the weight is equally distributed on both 
feet. The. stride should be about twice the length of the foot, 
toes slightly turned outward and both feet fiat on the floor. The 
arms pass thru the side position and onward to the upward posi- 
tion. Knees straight and chin in when the trunk is bent backward. 

V. Lunge left forward and raise arms sideward — 1. Move 
arms forward — 2. Return— 3-4. Same right. 

VI. Raise arms sideward — 1. Bend trunk left and move arms 
upward — 2. Return — 3-4. 

VII. Step left forward and raise arms backward — 1. Bend 
knees half deep — 2. Jump upward and swing arms foreupward and 
sideward (light on toes with knees bent) — 3. Straighten knees— 4 
L'ower arms and heels — 5. 

' VIII. Step left forward and raise arms sideward and inhale. 
Return, lower arms and exhale. 

Note : The rhythm of breathing exercises should be adopted 
to the normal breathing rhythm of the pupils. Encourage your 
pupils to take deep breaths and fill their lungs thoroughly until 
deep breathing becomes a habit with them. 

Lesson VII 

I. Lunge left forward and bend arms to thrust — 1. Thrust 
left arm obliquely foreupward and right opposite (obliquely back 
downward) — 2. Return — 3-4. Same right. 

Note : For description of the "lunge" see Exercise I, Lesson 
VI. The Itmge starts with raising the straight leg — the knee is 
not bent until the foot touches the floor. The back leg is kept 
straight, both feet flat on the floor. 

II. Raise arms forward — L Bend upper trunk backward and 
move arms upward and sideward with palms up — 2. Return — 3-4. 

III. Rise on toes and bend arms to thrust — 1. Bend knees 
deep and thrust arms sideward — 2. Return — 3-4. 

IV. Lower trunk forward and place hands front of shoulders 
— 1. Fling arms sideward — 2. Return — 3-4. 

V. Place left foot forward and bend arms to strike — 1. Lunge 
left forward and strike arms sideward — 2. Return — 3-4. Sam.e 
right. 

VI. Hands on hips — place. Stride left sideward — 1. Bend 
left knee and bend trunk left — 2. Return — 3-4. Same right. 



Physical Education — Grades V-VI 



VII. Arms for thrust — bend. Eight steps forward, thrust 
arms upward — 1. Return — 2. Thrust arms downward — 3. Re- 
turn — 1. Repeat 5-6-7-8. Turn left about and repeat. 

Note : Take short steps and do not allow a shuffling of the 

feet. 

VIII. Step left forward and raise arms forward. Move arms 
sideward and inhale. Return and exhale. 

Lesson VIII 

I. Lunge left forward and swing arms upward and sideward 
— 1. Move arms forward — 2. Return — 3-4. Same right. 

Note: In lunging the knee is not bent until the foot touches 
the floor. The back leg is kept straight, both feet flat on the floor. 
Do not allow too large a lunge. 

II. Stride left sideward and raise hands front of shoulders — 
1. Turn trunk left and lower head backward — 2. Return — 3-4. 
Same right. 

Note: In turning the trunk the feet or hips are not moved — 
the turning taking place in the upper part of the trunk. Keep chin 
in when lowering the head backward. 

III. Rise on toes and bend arms to thrust — 1. Thrust arms 
sideward and lower head backward — 2. Return — 3-4. 

Note : This is a balancing exercise and should be taken slowly. 

IV. Stride left sideward — stride. Bend trunk backward and- 
raise arms sideward — 1. Straighten, and lower trunk forward — 2. 
Return— 3-4. 

Note : In bending trunk backward, the hips should not be 
pushed forward. The back is straight and head up when the trunk 
is lowered forward. 

V. Arms for thrust — bend. Thrust left arm forward — 1. Re- 
turn left and thrust right arm forward — 2. Alternately and quickly 
thrust arms forward 1-2, 1-2, etc. 

Note : This is a boxing movement and should be done quickly 
and vigorously. 

VI. Hands front of shoulders — raise. Turn trunk left and 
straighten arms sideward — 1. Raise arms upward — 2. Return — 3-4. 

VII. In place — march. Bend arms to thrust, thrust arms 
upward (sideward or forward) and return — an arm movement on 
the first of every two counts or steps. 



Gymnastics 



169 



VIII. Raise arms foreupward and inhale. Lower arms side- 
downward and exhale. 

Lesson IX 

I. Stride left forward and bend arms to strike — 1. Bend 
left knee and strike arms sideward — 2. Return — 3-4. Same right. 

II. Lunge left forward and place hands on hips — 1. Bend 
upper trunk backward — 2. Return — 3-4, 

III. Raise left leg sideward and hands front of shoulders — 1 
Bend trunk left — 2. Return — 3-4. Same right. 

IV. Stride left sideward and raise hands front of shoulders 
— 1. Bend trunk backward and move arms sideward — 2. Return 
— 3-4. Same right. 

Note : In bending trunk backward, the knees are kept straight 
and the hips should not be pushed forward. 

V. Place left foot forw^ard and place hands rear of head — 1. 
Lunge left forward — 2. Return — 3-4. Same right. 

Note: No weight is transferred when the foot is placed for- 
ward with the ankle thoroughly extended and toes lightly touching 
the floor. In "placing hands rear of head" the arms are raised 
sideward and forearms bent so that the finger tips touch at the 
base of the skull. The hand, wrist and forearm are in line and the 
elbows directed slightly backward. The head must not be pushed 
forward. 

VI. Stride left forward and place hands on hips — 1. Bend 
left knee, bend trunk forward, touch left hand (finger-tips) to left 
toe and straighten right arm upward — 2. Return — 3-4. Same right. 

Note : Chin is held up, eyes directed to the front and the 
uppermost arm points toward the ceiling. 

VII. Hands on hips — place. Four steps forward, turn left 
about (one-half turn) in four steps, four steps forward, turn left 
about, in four steps — march (16 counts). Same turning right about. 

VIII. Rise on toes, raise arms sideupward and inhale. Lower 
and exhale. 

Lesson X 

I. Stride left sideward and raise arms sideward — 1. Bend left 
knee and circle arms downward to sidew^ard position (a wdiole cir- 
cle) — 2. Straighten left knee and circle arms upward and inward to 
sideward position — 3. Close feet and lower arms — 4. 

II. Hands on hips — place. Lower head backward — 1. Circle 
head to the left — 2. Circle head forward — 3. To the right — 4. 
Backward — 5. Straighten — 6. Same beginning right. 



Physical Education — Grades V-VI 



III. Bend knees deep and raise arms forward — 1. Raise arms 
upward — 2. Lower arms sideward — 3. Raise arms upward — 4. 
Lower arms forward — 5. Straighten knees and lower arms — 6. 

IV. Stride left sideward and hands on hips — ^place. Bend 
trunk backward — 1. Circle trunk to the left — 2. Circle trunk for- 
ward — 3. To the right — T Backward— 5. Straighten — 6. Same 
right. 

Note : Keep feet fiat on the floor, knees straight, hips still and 
head up. 

V. Place left foot backward and raise arms sideward — 1. 
Lunge left forward and place hands rear of head — 2. Return — 3-4. 

VI. Stride left sideward and bend arms to strike — 1. Turn 
trunk left and strike arms sideward — 2. Return — 3-4. 

VII. Four steps forward, turn left about in four steps, four 
steps forward, turn left about in four steps, with bending arms to 
thrust on 1, thrusting arms upward on 2, returning arms on 3 and 4. 

Note : The exercise may also be taken thrusting arms forward 
-or sideward. Also in divided order, that is, one row or one part of 
the class thrust upward while another part is thrusting forward or 
sideward. 

VIII. Raise arms forward — raise. Move arms sideward, lower 
head backward and inhale. Move arms forward, raise head and 
exhale. (Repeat several times before lowering the arms). 

RHYTHMIC STEPS 
GRADES V-VI 

Review steps of previous grades. 

Swing-Hop 

2-4 time. Step left forward — 1 ; hop on left foot and swing right 
foot forward, toes pointing down — 2. Repeat right 3-4. 

Change-Step and Swing-Hop — (Schottische Step) 
4-4 time. Glide left obliquely forward — 1 ; close right to left, as 
in the follow-step — 2 ; glide left obliquely forward — 3 ; hop on left 
and swing right foot forward — 4 ; repeat right — 5-8. 

Polka-Step 

2-4 time. (Count "hop" 1 ''and" 2). Is the same as the change- 
step. (See grades III and IV), but preceded by a hop while the 
stepping foot is raised. 



Rhythmic Steps 



171 



Heel and Toe Polka 

2-4 time. Place the left heel forward, hopping on the right foot 
and leaning body slightly backward — 1. Place left foot backward 
with toes on the floor, hopping on the right foot and leaning body 
slightly forward — 2. Change-step left forward — 3 "and" 4. Same 
right. 

Glide Polka 

2- 4 time. Two glides left sideward, with sHght knee bending 
during the glide and rising on toes when closing — 1-2. Polka-step 3 
"and" 4. Same right 5-8. 

Mazurka-balance-step 

3- 4 mazurka time, the first count being accented. Step left side- 
ward — 1. Place right foot forward and raise heels — 2. Lower heels 
— 3. Same right — 3-4. 

Three-step-turn 

3-4 time. Step left sidew^ard — 1. Half turn left and step' right 
sideward — 2. Half turn left and step left sideward — 3. Close right 
foot to left in fundamental position — 4. Same right. 

Cross-step-turn 

3-4 time. One-fourth turn left and step left forw'ard — 1. Cross 
right foot in front of left with raising heels and three-quarter turn 
left — 2. Sink on right foot so that the left is in the touch-step posi- 
tion — 3, 

Combinations 

1. Two change-step-swing-hops forward left and right, 1-8. 
Three running steps and swing-hop, left and right forward, 1-8. 
Repeat several times. 

2. Step left forward, 1-2; right forw^ard. 3-4; three running- 
steps and swing-hop forward beginning left, 5-8. Repeat, beginning 
right. 

3. The change-step-swing-hop with arm movements. 

Explanation: Let arms hang naturally at the sides. On 4, dur- 
ing the execution of the hop let the right arm be raised in front of the 
chest with the left arm sideward. This occurs as the right leg 
swings forward. The arms swing naturally during the first part of 
the step. 

4. As (3), but raise right arm in front of chest, left arm to one- 
half circle over head on 4. 

5. Tw^o change-step-swing-hops forward, 1-8. Four step-hops 
forward, raising foot backward, 1-8. 



172 



Physical Education — Grades V-YI 



6. Two roeking-steps forward beginning left, 1-6. Two gal- 
lop-steps left and right forward, 1-6. Two balance-steps forward, 
raising arms to a circle over head, 1-6. 

7. Hop on right foot and place left foot sideward, 1 ; change- 
step forward, 2-3. Same right, 4-6. 

8. Place left foot forward (touch step), 1; change-step forward 
beginning left, 2-3. Same right, 4-6. 

9. Change-step left and right forward, 1-4; two step-hops for- 
ward beginning left, 5-8. 

10. Step left forward, 1 ; close the right foot to the left heel, 2 ; 
step left forward, 3; hop on the left foot and swing the right leg 
forward, 4. Repeat. 

Practice at first with 3 ordinary running steps and a swing-hop 
on 4. 

11. Four change-steps forward beginning left, 1-8 ; four 
change-steps backward, 9-16. 

12. As (11), add arm movements, i. e., raising- left arm to half 
circle over head on the change-step left and the right on the change- 
step right. 

13. Rocking-step forward left and right, 1-6 ; two balance-steps 
forward left and right, 1-6 ; two change-steps and swing-hop left and 
right forward, 1-8. 

14. Two change-steps forward, 1-4; two change-steps in place 
with half turn left in place, 5-8. Repeat in opposite direction. 

15. Two balance-steps forw^ard beginning left, 1-6 ; six skip- 
ping-steps forward, 1-6. Three-four rhythm. 

16. Two rocking-step s forward beginning left, 1-6; three gal- 
lop-steps obliquely left forward, 1-3 ; three gallop-steps obliquely 
right forward, 4-6. In executing the gallop-steps make a slight turn 
of the body. 

17. Three-step-turn left, three-four rhythm. 

Explanation : Step left sideward, 1 ; half turn left and step right 
sideward, 2 ; half turn left and step left sideward, 3 ; close right foot 
to left in fundamental position,4. Same right. 

18. Three-step-turn left and right sideward, 1-8 ; three running 
steps and swing-hop forward left and right, 1-8. 

19. Two glide-change-steps forward, beginning left, 1-6. Two 
step-hops forward beginning left, hopping twice, 1-6. 

20. Two balance-steps forward beginning left, 1-6 ; two glide- 
change steps forward, 1-6. 



Rhythmic Steps 



173 



21. Hop on the right foot and place the left foot sideward — 1. 
Hop on right foot and place left foot forward — 2. Change-step 
forward beginning left — 3 "and" 4. Same right — 5-8. 

22. As (21), but after the change-step take a step right for- 
ward — 5. Step left forward (in front of right foot) and rock for- 
ward — 6. Step left backward — 7. Close right foot to left — 8. 

23. Four polka-steps forward beginning left — 1-8. Four swing- 
hops forward — 9-16. Repeat several times. 

24. Four polka-steps forward beginning left — 1-8. Step left 
forward — 9. Step right forw^ard (in front of left and rock) — 10. 
Step left backward — 11. Close right — 12. Repeat beginning right. 

25. Cross-step-turn left, 1-3; three stamps beginning left, 4-6. 
Same right, 1-6. 

26. Place left foot forward hopping on right foot, 1 ; polka-step 
forward, 2-3. Same right, 4-6. Three marching steps forward, 1-3 ; 
one half turn left, 4; pause, 5-6. 

27. As (26), add following arm movements. Raise left arm 
sideward, 1 ; one half circle over head, 2-3. Same with right arm 4-6. 
Arms sideward while marching, 1-3 ; arms to a circle over head while 
turning, 4-6. 

28. Two rocking-steps forward beginning left, 1-6 ; cross-step- 
turn, 1-3 ; three stamps beginning left, 4-6. Repeat above beginning 
right, 1-6. 

29. As (28), add following arm movements. Raise right arm 
in front of chest, left arm sideward on rocking-step left, 1-3 ; oppo- 
site on step right, 4-6. Raise arms to circle over head on cross-step- 
turn, 1-3. Place hands on hips during the three stamps, 4-6. 

30. Two heel-and-toe-polka steps forward beginning left, 1-8 ; 
two-step-hops forward, 1-4; three marching steps forward, begin- 
ning left 5-7, close with a stamp with right foot, 8. Repeat several 
times. 

31. Two rocking-steps ; cross-step-turn and three stamps, then 
add the following : Two glide-balance-steps, beginning left, 1-6 ; 
three glides left, 1-3 ; three glides right, 4-6. 

32. Two heel and toe polka steps forward, 1-8 ; four polka steps 
backward, 1-8. 



174 



Physical Education — Grades V-VI 



RHYTHMIC PLAYS 
GRADES V-VI 

Irish Washerwoman 

Victor record No. 17331 (Irish Lilt) 

Formation — Lines of four, two lines facing each other. Two 
couples in each line, boy on the left of each couple. Hands 
grasped. 

(a) 4 skips forward toward opposite line and nod 

(1-4) 2 measures. 

(b) 4 skips backward to place and nod to partner 

(5-8) 2 measures. 

(c) Face partner, joining right hands skip around 

in a circle clockwise (9-12), reverse (13-16) 4 measures. 

(d) Join hands in line of four and glide left side- 

ward (1-8), glide right sideward (9-16) 8 measures 

(e) Join eight hands around (two lines) and in a 

circle to the left (1-8), reverse (9-16), finish 

in line. 8 measures. 

(f ) 4 skips forward toward opposite line and nod 
(1-4) 

4 skips backward to place and nod at partner 
(5-8) 

8 skips forward, passing thru the opposite line 

and meeting a new line, (9-16) 8 measures. 

Repeat all, ad libitum 

32 measures. 

Hop Mor Annika (Swedish) 

Victor record No. 17331 

Formation — Double circle, facing forward, inside hands grasped, 
outside hands on hips. Boy on the outside with right shoulder 
toward the center, girl on the inside. 

Introduction — Placing hands on hips, the boy bows 
and the girl courtesy s to partner, then face for- 
ward grasping inner hands. (Boy bows from 
waist (1-2), straightens (3-4) ; while the girl 
steps left sideward (1-2), places right toe back 
of left heel and bends knees (3-4) 2 measures. 



Rii VT II MIC Plays 



175 



I. Sixteen walking steps forward in the circle, mov- 
ing clockwise, and swinging arms forward and 
backward. 

Sixteen skipping steps forward, swinging arms, 
and finish facing partner. 

II. Stamp-step forward right and clap partner's right 
hand (1), close left foot to right and stamp with 
clapping own hands (2) 
The same left (1-2) 

Repeat right and left alternately three times. 

III. Face forward, inner hands grasped, and starting 
with the outer foot eight polka-steps forward 
in the circle, turning towards partner and 
swinging the joined arms backward and 
upward on the polka-step with the outer foot, 
and turning away from partner and swinging 
the joined arms forward and upward on the 
polka-step with the inner foot (1-16) 
Repeat all, ad libitum. 

(When repeated the boys all move forward 
with a polka-step and bow to the girl in front, 
thus changing partners on the introduction). 



8 measures. 



8 measures. 



measure, 
measure, 
measures 



measures. 



34 measures. 



176 



Physical Education — Grades V-VI 



1 



ft 



Pop Goes the Weasel 

Victor record No. 17160 

1^-1 1 1 ST— t^— 



3t=3t 



4- g ~r 



Pi 



— # 



i 




-• — • — m~ 



t-1 pT— ^-F- 



^— 2ii t-_U L 



I 



Formation — Three couples in a set, couple No. 1 at head, couple 
No. 2 in middle, and couple No. 3 at foot. Partners facing 
one another. 

I. First couple turns outward and skips down the 
outside of the lines, 8 skips, and back to place 
8 skips (1-16) 8 measures. 

First couple join hands and slide down the cen- 
ter, 8 slides, and back 8 slides (1-16) 8 measures. 
(Couple No. 2 and couple No. 3 remain in place) — 

16 measures. 



Rhythmic Plays 



177 



II. First couple with hands still joined, advance to 
girl ot second couple with 4 balance steps (step 
on (1), rise on toes, closing feet together and 
lowering heels on (2) ) (1-8). Join hands with 
girl of second couple, skipping in a circle to 
the left, and on fifth count "pop" h^i" under 
their arms back to her place (1-8) 
(The remaining ones of the set all clap hands on 

the fifth count, or on the "pop") 
Repeat with boy of second couple (1-16) 
Repeat with girl of third couple (1-16) 
Repeat with boy of third couple (1-16) 



8 measures. 



8 measures. 
8 measures. 
8 measures. 



32 measures. 

III. The first couple is now at the bottom of the set. 
All join hands and skip one full circle to the 
left (1-8). Reverse and skip a circle to the 
right (1-8) 8 measure^,. 

Couple No. 1 raise their inside hands and couple 
No. 2, followed by couple No. 3, with their 
hands still joined, pass under the arch formed 
by couple No. I's uplifted arms. Turn out- 
ward, dropping hands and skip back to places 
(1-16) 8 measures. 

The second couple, now at the head, repeat 
the figures, then the third couple, and so on, — 
ad libitum 16 measures. 

Dainty Steps 

Music, any good two-step. 

Formation — Couples, inside hands joined. Boy on left of each 
couple. 

Point outside foot forward-outward (1), to the 
side (2), cross in rear (3), three-quarter turn 
outward (away from partner) and finish facing 
partner (4) 2 measures. 

Grasping partner's both hands step sideward in 
the line of direction, cross the free foot in 
rear and bend knees, (peasant courtesy) (1-2), 
repeat in the opposite direction, (3-4), four 
glides in the line of direction, (5-8), and face as 
in the beginning. 4 measures. 



178 



Physical Education — Grades V-VI 



Starting with the inside foot take three steps 
forward and point the outside foot forward on 
the 4th count (1-4:) 

Repeat all, ad libitum. 

The Board Walk 



2 measures. 



8 measures. 



Music, any good two-step. 
Couples, inside hands joined, boy on the left. 



2 measures. 



Formation 

Starting with the outside foot, four walking steps 
forward. 

Slide outside foot forward (1), slide inside foot 
up, transferring weight to it and with a hop on 
inside foot extend outside foot forward, toe 
pointing downward (2), leap forward on out- 
side foot (3), and with a hop on the outside foot 
turning toward partner, facing in the opposite 
direction (one-half turn) extend the inside 
foot forward, toe pointing downward (4) 

Repeat all in the direction now facing 

Face partner, grasping both hands, step to side 
in line of direction (1), cross the free foot 
behind and bend knees (2) (peasant courtesy), 
repeat in opposite direction (1-2) 

Hands on hips and with a quarter turn face for- 
ward (1), cross inside foot in front (2), three 
quarter turn (pirouette) outward (away from 
partner) and finish facing partner (3-4) 

Starting with the outside foot four change-steps 
forward (1-8) 

Repeat ad libitum. 

Bertha Clay Schottische 

Music, any good schottische. 

Formation — Couples, boy on left, grasps left hands in front and right 
hands over girl's right shoulder. 

Point outer foot obliquely forward (1-2), cross 
outer foot in front and point obliquely forward 
inward (3-4), 4 steps backward (5-8) 2 measures. 

Repeat starting with inner foot (1-8) closing 

heels together on the 8th count. 2 measures. 



2 measures. 
4 measures. 



2 measures. 



2 measures. 



4 measures. 



16 measures. 



Rhythmic Plays 



179 



Schottische-step forward starting with left foot 
(1-4) 

i measure. 

Repeat right forward (1-4) 1 measure. 

4 swing-hops forward, starting with left foot 

(1-8) 2 measures 

Repeat ad libitum. — 

8 measures. 

Finish Reel 



S 





m 



i 



I 



Formation — Two parallel lines facing each other. Hands on hips. 

Hop on left foot and touch top of right toe to 
the side (1). Hop on left foot and touch right 
heel at side (2). Repeat other side (3-4), 
(Measures 1-2) 2 measures. 

Repeat all three times. (Measures 3-8) 6 measures. 

Step forward right (1), stamp forward left, heels 
together (2), step backward left (3), stamp 
backward right, heels together (4). (Measures 
9-10) 2 measures. 



i8o 



Physical Education— Grades V-VI 



2 measures. 



2 measures. 



Repeat, starting left forward. (Measures 11-12) 2 measures. 
Partners change places with three running steps, 

passing on the right, and facing right about 

on four (1-4). (Measures 13-14) 
Repeat, returning to former places. (Measures 

15-16) 
Repeat all, ad libitum. 

16 measures. 

Tantoli (Swedish) 

Victor record No. 17159. 
From "Dances of the People" by Elizabeth Burchenal 

By Permission of G. Schirmer. 



mf 



m 



mm 



-w 

3 



i 



WW 



m 




Formation — A double circle, partners facing forward, boy on left 
of each couple. The boy with his right arm around the girl's 
waist, she with her left hand on his right shoulder, and their 
outside hands on hips. 

I. Heel-and-toe polka forward starting with outside 
foot, (Count 1, "and," 2, "and," 3, "and," 4, 
"and") 2 measure^. 

Repeat starting with inside foot. (Measures 3-4) 2 measures.. 

Repeat all. (Measures 5-8) 4 measures 



Rhythmic Plays 



i8i 



11. The boy places his hands at the girl's waist, she 
placing her hands on his shoulders. In this 
position they dance the "jig" step turning clock- 
wise four measures and reversing four meas- 
ures. (Measures 1-8) 8 measures 
(Jig-step — Description for boy, girl opposite. 
Step on left foot and sway the body to the left 
(1), hop on the left foot ("and"), step on the 
right foot and sway the body to the right (2), 
hop on the right foot (''and"), and so on. The 
leg that is raised is kept straight, toes pointing 
to the floor). — 
Repeat all ad libitum. 16 measures. 



The Crested Hen (Swedish) 

Victor record No. 17159. 

From "Dances of the People" by Elizabeth Burchenal 
By Permission of G. Schirmer 



















1 


m 

2 




4 


5 


m 

6 


7 


8 



m 



I 



m 



^^^^ 



i 



Formation — Groups of three in circle formation. One boy and two 
girls (or vice versa), hands joined. 

I. Leaning well back, stretching the circle tight, 
and with a stamp on the first note of the first 
measure, the dancers starting with the left 
foot, step-hop in the circle to the left (clock- 
wise (1-16) 8 measures. 
Reverse, repeating same to the right. Jump and 

land on both feet on the first note (1-16) 8 measures. 



l82 



Physical Education— Grades V-VI 



II. The girls drop their joined hands, placing them 
on their hips. The boy keeps hold of the girl's 
hands. Continuing the step-hop the girl on the 
right passes under the arch formed by the raised 
arms of the other two (1-4) 

The boy follows the girl, turning under his own 
left arm (5-8) 

The girl on the left passes under the arch formed 
by the other two (9-12) 

The boy follows the girl, turning under his own 
right arm (13-16) 

Repeat II. 

Repeat all, ad libitum. 

Note : Step-hop, step forward on the left foot (1), 
hop on the left foot, raising right foot to the 
ankle of left (2), repeat right (3-4). The 
dancers remaining in place while the others exe- 
cute their part, continue the step-hop in place. 

La Pastourelle 



2 measures. 

2 measures. 

2 measures. 

2 measures. 
8 measures. 

32 measures. 




Rhythmic Plays 



183 



measures, 
measures, 
measures. 



Formation — Lines of three, hands joined, two lines facing, making 
sets of six dancers. Sets in circle formation. 

I. (a) Heel and toe polka forward, starting with 
right foot, lines advancing toward one 
another. (Count 1, 2, 3 ''and" 4) 2 measures. 

(b) Heel and toe polka backward, starting 

with left foot, lines retreating from one 

another. 2 measures. 

(c) The one on the left, with polka steps, 

passes under arch made by the uplifted 
arms of the other two ; the one in the 
center also turning under own uplifted 
arm (all keeping hands joined), and 
finish as in the first formation. 8 counts. 4 

(d) Repeat (a) 2 

(e) Repeat (b) 2 

(f) Repeat (c) the one on the right passing 

under. 4 measures. 

II. (a) All join right hands across (Windmill) 
and starting w^ith left foot polka around 
once in circle. 8 counts. 4 measures. 

(b) Join left hands across and reverse, finish- 

ing in the original straight line of three, 
with hands joined. 8 counts. 4 measures. 

(c) Facing opposite line, glide-polka to right. 

(Count 1, 2, 3 ''and" 4). 2 measures 

(d) Facing opposite line, glide-polka to left, 

returning to original place. 2 measures. 

(e) Repeat (c), glide-polka to right. 2 measures. 

(f) Repeat (d), glide-polka to left, but in re- 

turning go back of opposite line, thus 

facing a new line. 2 measures. 



Repeat all, ad lib. 



32 measures. 



1 84 



Physical Education — Grades V-VI 



The Ace of Diamonds— (Danish) 

Victor record No. 17083. 






— ft 




» — > '^i — ^ — 9 — -jm r- 4 




— — ' 


P 






7 




8 


m 


1 


f-f — ^ ■ r 


-» 


m » ^ ^- 








ItlJLj 






4 




6 


7 


8 



Formation — Couples, in double circle, partners facing each other. 
Boy on inside of circle, girl on outside. 

1. Clap hands together on first beat of measure, 
hook right elbows, outer hand on hip, and 
starting with the outer foot, polka-step around 
clockwise (1-8). 
Release arms, clap hands on the first beat of the 
5th measure, hook left elbows and reverse 
(9-16). 

II. Fold arms, girl starting with the left foot step- 
hops forward 4 times (1, r, 1, r), and at the 
same time the boy, starting with the right foot 
swing-hops backward 4 times (r, 1, r, 1), both 
moving toward the center of the circle (1-8). 4 measures. 



4 measures. 



4 measures. 



Rhythmic Plays 



I8S 



Reverse the above, the girl moving backward 
with swing-hops and the boy forward with 
step-hops toward the outside of the circle 
(9-16). 4 measures. 

III. Couples face counterclockwise in the circle, join 
inside hands (boy's right with girl's left) 
placing outside hands on hips and starting 
with the outside foot polka-step forward in the 
circle. On the polka-step with the outside foot 
partners turn toward one another swinging 
the joined hands backward and upward and on 
the polka-step with the inside foot turning 
away from partner swinging the joined arms 
forward and upward. (1-8). 4 measures. 

Partners turn inward, facing the opposite direc- 
tion and repeat the above back to original 
place. (1-8). 4 measures. 



Repeat all, ad libitum. 



24 measures. 



Bean Porridge 



Physical Education — Grades V-VI 



Formation — Single circle, partners facing each other. 



I. Clap hands against thighs (1), clap own hands 
(2), clap hands with partner (3). 
Repeat (1-3). 

Clap hands against thighs (1), clap own hands 
(2), clap right hand with partner (3), clap own 
hands (4). 

Clap left hand with partner (1), clap own hands 

(2), clap both hands with partner (3). 
Repeat above. 

II. Join right hands and change places with partner, 
with two polka-steps (1 "and" 2; 3 "and" 4). 
Face partner and clap own hands (1, 2, 3). 
Stamp three times (1, r, 1). 
Repeat, returning to place. 

III. Raise arms sideward, joining hands with partner, 
glide-polka to the center of the circle (1-4) 
Repeat, back to place (1-4) 
Repeat, inward and outward (1-8) . 



1 measure. 
1 measure. 



1 measure. 

1 measure. 
4 measures. 



2 measures. 
1 measure. 
1 measure. 
4 measures. 



2 measures. 
2 measures. 
4 measures. 



Repeat all, ad libitum. 24 measures. 

The motions in the first part are suggested by the old verses : 

Bean Porridge hot. 

Bean Porridge cold, 
Bean Porridge in the pot, 

Nine days old. 

Some like it hot, 

Some like it cold, 
Some like it in the pot, 

Nine days old. 



Rhythmic Plays 



i87 



How Do You Do? 




^ 1^.' — Urf 

Formation — Two by two, in couples forming a circle. Every other 
couple face about to make two couples facing each other. 
Outer hand on hip and grasp partner's inside hand. 



Three glides left, and heels together (1-2-3-4) 

Repeat back to place (5-6-7-8) 

Join hands in a circle (two couples) and skip in 

a circle to the left four skips 
Reverse, skipping to the right four skips 
Drop hand with the opposite couple, retaining 

partner's hand. Walk forward three steps and 

close feet together on four 
Walk back three steps and close on four 
Walk forward three steps and close on four 
Join right hand with opposite on the word 

''How," join left hand across on **'do," shake 

hands twice on "you do." 
Keeping hold of the opposite's hands all take 

seven glides to the center of the circle, and 

heels together on eight 
All glide back to places 



measures, 
measures. 



measures, 
measures. 



measures, 
measures, 
measures. 



2 measures. 



4 measures. 
4 measure?. 



i88 



Physical Education — Grades V-VI 



Millwheel (four give right hands across and skip 
once around, starting with the inside foot ; 
give left hands across and skip once around in 
the opposite direction) 

Hands on hips : Swing-hop left, right, left, right 
(Swing-hop ; step left sideward (1), hop on the 
left foot and swing the right foot forward (2). 
Same right). 

Walk forward four steps, passing the opposite 
couple (the girl of each couple going between 
the partners of the opposite couple) (1-2-3-4) 

Step forward (5), cross the back foot in rear and 
courtesy to those coming from the opposite 
direction, with whom the dance is to be re- 
peated, (6), step back with the back foot, (7), 
close feet together, (8) 

The above figures to be continued ad lib. 



8 measures. 



4 measures 



2 measures. 



2 measures. 



40 measures 



Rhythmic Plays 
Indian War Dance 



189 




16 • • 7 



^ * ' . ^. . . , ^. . 9 10 • • U • 




a 9 









! J j J J 










^ '^i i — ' M ^ 


13 




14 






15 16 

















Formation — Sitting cross-legged in circle, facing in, arms folded 
high. 

I. Pantomime. 

(a) Bend forward and back four times (1-8) 4 measures. 

(b) Bend right and left alternately (1-8) 4 measures. 

(c) Raise arms high and look up, (1-2), lower 

slowly, (3-4), repeat, (5-8) 4 measures. 

(d) Turn head and look to right, right hand over 

eyes, (1-2), look to left, left hand over 
eyes, (3-4), bend forward, looking forward 
with right hand over eyes, (5-6), jump up, 
flinging arms overhead and yell "Wow," 
(7-8). (Measures 1 to 16) 4 measures. 



190 



Physical Education — Grades V-Vl 



II. Dance. Face to right in circle and run around 
counter-clockwise with Indian step. Leaning 
forward, knees well bent, arms bent at the 
elbow and fists clenched, move arms sharply 
up and down as the steps are taken. Leap on 
the left foot, swinging the right foot up' in 
back. Repeat right. (1 measure). Three quick 
running steps, left, right, left. (1 measure). 
Repeat seven times, alternating left and right. 
(Measures 1-16) 

III. (a) Bend knee deep, slapping floor first with left 
hand then with right hand. (Measure 1) 

(b) Yell three times, putting left hand over 

mouth after each yell is started. (Meas- 
ure 2) 

(c) Repeat (a) and (b) starting with the right 

hand. (Measures 3 and 4) 

(d) Repeat Indian step twice. (Measures 5-8) 

(e) Repeat all (a) (b) (c) (d) ending with 

"Wow." (Measures 9-16) 



16 measures. 



1 measure. 



1 measure. 



measures, 
measures. 



8 measures. 



48 measures. 

Reap the Flax (Swedish) 

Victor record No. 17002. 




k 1 f r 1 r ^ ^ 














')VJ TT 




m 1* 

r 1 I- .1 





Rhythmic Plays 



191 



Pormation — Five in each line, all facing front, hands on 
rank of five) Dancers in each rank are numbered 
right. No. 1 of each rank being the leader. 

I. Gathering the flax. 

(a) Bend and reach down to the left (seizing the 

flax) 

Straighten and pull hands up to waist (reap- 
ing) 

Turn trunk to the right, throwing flax to 
right. 

Return trunk and hands on hips. 
Repeat above. 

(b) Face left, forming flank rank (one behind the 

other) leader keeps hands on hips, others 
place their hands on the shoulders of the 
one in front, and starting with the right 
foot run in a circle clockwise, returning to 
original places. (Three steps to a meas- 
ure). Stamp feet twice, placing hands on 
hips and face right on the last measure. 

II. Combing the flax. 

(a) Bend and reach down to the right, (picking 

up the flax) 
Straighten. 

Reach forward with the arms as if throwing 
the flax over the hackle (comb for dressing 
flax) 

Draw the arms toward the body as if pulling 

the flax thru the comb 
Repeat above 

(b) Same as I. (b) 

III. Spinning the flax. 

(a) No. 2 and No. 5 take a step forward and 
turn inward, standing in front of No. 3 
and No. 4 (forming a square) and join 
right hands across with the one on the 
opposite corner, left hands on hips. (These 
four form the spinning-wheel) No. 1 turns 
to face the wheel with hands on hips. 
(No. 1 represents the spinner). 



hips. (Front 
from left to 



1 measure. 

1 measure. 

1 measure. 
1 measure. 
4 measures. 



8 measures. 



1 measure. 
1 measure. 



1 measure, 

1 measure. 
4 measures. 
8 measures. 



192 



Physical Education — Grades V-VI 



(b) 



Starting with the inside foot the "wheel" 
turns in a circle clockwise with twelve run- 
ning steps (three steps to a measure) 

Turning and grasping left hands across the 
"wheel" reverses, running counter-clock- 
wise twelve steps 

While the "wheel" is turning No. 1 stands 
with hands on hips and raises and lowers 
the left foot (treading) and claps hands 
on the first beat of each measure. 

Same as I. (b) 



IV. Weaving the flax. 

(a) Same position as in III. (a) 

The "wheel" stands still, with grasped hands 
raised high and No. 1 with twenty-four 
running steps moves in and out of the 
square and back to place. (No. 1 repre- 
sents the shuttle moving in and out the 
loom) 

(b) Same as I. (b) 

V. Taking the flax to market. 

(a) All groups of five form one large circle and 

run in the circle clockwise twelve steps 
Turn and run counter-clockwise twelve steps 

(b) Leader of each group places hands on hips, 

others place hands on the shoulders of the 
one in front, and continue once around 
the circle and back to the original position. 
Music is repeated until all have reached 
their starting place. 



4 measures. 



4 measures. 



8 measures. 



8 measures. 
8 measures. 



4 measures. 
4 measures. 



8 measures. 



80 measures. 



Rufty Tufty (English Country Dance) 

Victor record No. 18009. 

Formation — Four in a set (two couples). The couples in each set 
facing the opposite couple. Boy on the left of each couple. 
Arms swinging naturally at the sides. 



Rhythmic Plays 



193 



I. (a) Starting with the left foot, all run forward 
three steps, and meet, closing feet together 
on the 4th step (1-4), three steps backward 
to place and close (5-8) 
Repeat (1-8) 

(b) Face partner, balance right sideward (1-2), 

left sideward (3-4), turn, in place, a com- 
plete circle to the right, with four quick 
running steps (5-8) 
Repeat (1-8) 

(c) Couples turn inward toward one another and 

the boys with their left hands lead their 
partners outward three quick running steps 
and close feet together on the 4th step (1-4) 

Couples turn inward toward one another and 
the boys with their right hands lead their 
partners back to places, three running- 
steps and close (5-8) 

Drop hands, and with four quick running 
steps, turn a complete circle in place, to 
the right (1-4) 

Boys with their right hands lead the girls 
of the opposite couple outward three run- 
ning steps and close feet together on 4th 
step (1-4), turn inward and with left hand 
lead her back to place (5-8) 

Drop hands, turn, in place, to the right, a 
complete turn with four quick running 
steps (1-4) 



4 measures. 
4 measures. 



4 measures. 
4 measures. 



2 measures. 



2 measures. 



2 measures. 



4 measures. 



2 measures. 



II. (a) Starting with the right foot, partners change 
places with four quick running steps, pass- 
ing left shoulder to left shoulder, and fac- 
ing left about on the 4th step (1-4), repeat 
back to place, starting with the left foot, 
passing on the right and facing right about 
on the 4th step (5-8) 4 
Repeat (1-8) 4 

(b) The same as (b) in Part I. (1-16) 8 measures. 

(c) The same as (c) in Part I. (1-24) 12 measures. 



measures, 
measures. 



194 



Physical Education — Grades V-VI 



III. (a) Partners link right arms and with 8 skipping 
steps swing a complete circle clockwise 
(1-8) 4 measures. 

Partners link left arms and swing a complete 

circle counter-clockwise (1-8) 4 measures. 

(b) The same as (b) in Part 1. (1-16) 8 measures. 

(c) The same as (c) in Part I. (1-34) 12 measures. 



84 measures. 

Sweet Kate (English Country Dance) 

Victor record No. 18004. 

Formation — Double circle, couples facing forward to move clock- 
wise. Boy on the left (outside) of each couple. 

I. (a) Starting with the outer foot, three running 
steps forward and close feet together 
(1-4), three running steps backward and 
close feet together (5-8) 4 measures. 

Repeat. (1-8) 4 measures. 

(b) Face partner, hands at sides. On the first 

note of the measure all spring on to the 
left foot ; on the middle note partners 
strike right feet together, swinging them 
sideways from right to left (1-3) 

Repeat, springing on to right foot, and strik- 
ing left feet together (3-4) 

On the first note of the third measure all clap 
hands ; on the middle note partners strike 
right hands together (5-6) 

Repeat, striking left hands together (7-8) 

During: the first half of the fifth measure all 
close fists and roll one fist over the other 
(as though winding) ; on the middle note 
each hold up the forefinger of the right 
hand (9-10) 1 measure. 

Repeat, holding up forefinger of left hand 

(11-12) 1 measure. 

All turn a complete turn to the right with 

four quick running steps (13-16) 2 measures. 

(c) Repeat (b) 8 measures. 



1 measure. 



1 measure. 



1 measure. 
1 measure. 



Rhythmic Plays 



195 



IT. (a) Starting- with the right foot partners change 
places with three running steps, passing 
left shoulder to left shoulder, and facing- 
left about on the fourth step (1-4), return 
to place, starting with the left foot, passing 
on the right and turning right about (5-8) 4 measures. 
Repeat. (1-8) 4 measures, 

(b) and (c) Same as in Part I. 16 measures. 

III. (a) Partners link right arms, and with eight 
skipping steps swing a complete circle 
clockwise and back to places. (1-8) 4 measures. 

Same, linking left arms and swinging coun- 
ter-clockwise (1-8) 4 measures, 
(b) and {c) Same as in Part I. 16 measures. 

72 measures. 

Grimstock (English Country Dance) 

Victor record No. 18004. 

Formation— Sets of three couples each all facing forward. Boy on 
the left of each couple. Inner hands grasped, outer hands 
swinging at sides. 

I. (a) Starting with outer foot, three running steps 
forward and close feet together (1-4), three 
running steps backward and close feet 
together (5-8) 
Face partner, balance right sideward (1-2), 
left sideward (3-4), turn in place a com- 
plete circle to the right with four quick 
running steps (5-8) 

(b) Repeat (a) 

(c) 1st and 2d couples change places with two 

skipping steps, the 1st couple passing 

down between the 2d couple. 
1st and 3d couples change places with two 

skipping steps, 3d couple passing up 

between the 1st couple 
2d and 3d couples change places, with four 

skipping steps, 2d couple passing down 

between the 3d couple 



4 measures. 



4 measures. 
8 measures. 

1 measure. 

1 measure. 

2 measures. 



196 



Physical Education — Grades V-VI 



1st and 2d couples change places, with two 
skipping steps, 1st couple passing up 
between the 2d couple 1 measure. 

1st and 3d couples change places, with two 
skipping steps, 3d couple passing down 
between the 1st couple 1 measure. 

2d and 3d couples change places, with four 
skipping steps, 2d couple coming up 
between the 3d couple 2 measures. 

(These changes are continuous without a 
pause between measures). 

II. (a) Starting with the right foot partners change 
places, passing left shoulder to left 
shoulder, and facing left about on the 
fourth step (1-4), repeat back to place, 
starting with the left foot, passing on the 
right and facing right about on the fourth 
step (5-8) 

Face partner, balance right sideward (1-2), 
left sideward (3-4), turn in place a com- 
plete circle to the right with four quick 
running steps (5-8) 

(b) Repeat (a) 

(c) As (c) in Part I., partners facing with both 

hands joined and galloping sideward in- 
stead of skipping. (Couple on the outside 
dropping hands as the other couple passes 
between them) 8 measures. 



4 measures. 



4 measures. 
8 measures. 



III. (a) Partners link right arms and with eight 
skipping steps swing a complete circle 
clockwise (1-8) 
Face partner, balance right sideward (1-2), 
left sideward (3-4), turn in place a com- 
plete circle to the right with four quick 
running steps (5-8) 
(b) As (a), linking left arms and skipping 
counter-clockwise in the circle, then bal- 
ancing right and left and turning around to 
the right (1-16) 



4 measures. 



4 measures. 



measures. 



Rhythmic Plays 197 



(c) All join hands in circle and skip in the circle 

clockwise eight skips (1-8) 4 measures. 

Turn, and eight skips counter-clockwise back 

to places 4 measures. 

72 measures. 



Mage on a Cree (English Country Dance) 

Victor record No. 18009, 

Formation — Single circle of eight (four couples), facing inward, 
hands joined. Boy on the left of each couple. Couples num- 
bered, clockwise, 1, 2, 3, 4. 

I. (a) Starting with the left foot, three running 
steps forward and close feet together on 
4th step (1-4), three running steps back- 
ward and close (5-8) 4 measures. 
Face partner (arms at sides) balance right 
sideward (1-2), left sideward (3-4), turn in 
place, a complete circle to the right, with 
four quick running steps (5-8) 4 measures. 

(b) Repeat (a) (1-16) 8 measures. 

(c) Boys run forward, turn left about, facing out- 

ward, join hands and run once around the 
circle, clockwise, 8 steps (1-8) 4 measures. 

Each boy, joining both hands with the girl 
on his left, swings her around, clockwise, a 
complete circle, with 8 skipping steps (1st 
boy swings 2d girl ; 2d boy swings 3d girl, 
etc.) (1-8) 4 measures. 

(d) Girls run forward, turn left about, facing 

outward, join hands and run once around 
the circle, clockwise, 8 steps, and back to 
places (1-8) 4 measures. 

Boys swing their partners (1-8) 4 measures. 

XL (a) Starting with the right foot, partners change 
places, passing left shoulder to left shoul- 
der, and facing left about on the 4th step 
(1-4), repeat back to place, starting with 
the left foot, passing on the right and 
facing right about (5-8) 4 measures. 



198 



Physical Education — Grades V-V^I 



Face partner (arms at sides) balance right 
sideward (1-2), left sideward (3-4), turn, 
in place, a complete circle to the right with 
four quick running steps (5-8) -t measures. 

(b) Repeat (a) (1-16) 8 measures. 

(c) Boys, with 8 skipping steps, skip half-way 

around the circle, clockwise, passing in 
front of the 1st girl on his left and in rear 
of the 2d girl, and stopping at the opposite 
place (1-8) 4 measures. 

Girls, starting with the left foot, run for- 
ward three steps and close feet together 
on the 4th step (1-4), return to places, 
starting with the right foot and making a 
complete turn to the right as they do so 
(5-8) 4 measures. 

(d) Boys, with 8 skipping steps, skip half-way 

around the circle, clockwise, back to 
places ; passing in front of the girl on their 
left and in rear of their partners (1-8) 4 measures. 

Girls repeat the last four measures in (c) 

(1-8) 4 measures. 

III. (a) Partners link right arms and with 8 skipping 
steps swing a complete circle clockwise 
(1-8) 4 measures. 

Face partner, balance right sideward (1-2), 
left sideward (3-4), turn, in place, a com- 
plete circle to the right with four quick 
running steps (5-8) 4 measures. 

(b) Repeat (a), starting with linking left arms 

and swinging counter-clockwise (1-16) 8 measures. 

(c) Each boy, joining both hands with the girl 

on his left, swings her once-and-a-half 
round, clockwise, with 8 skipping steps 
(1-8) 4 measures. 

Each boy moves around one place, clockwise, 
and swings the next girl once-and-a-half 
round (1-8) 4 measures. 

(d) Continue, as in (c), back to original places 

(1-16) 8 measures. 



96 measures. 



Games 



199 



GAMES 

GRADES V^VI 

Select suitable games from the previous grades. 

Long Jumping Rope 

Repeat the exercises of previous grades. The difficulties may 
be increased by introducing quarter and half turns while jump- 
ing, also by having a new pupil run into the rope after every swing 
until six or eight are in, and have them run out in the same order, 
also by always keeping a stated number in the rope — when one 
runs out, the next in order runs in. 

Indoor Relay Race 

The first child in each alternate row, at a signal from the 
teacher, leaves his seat on the right side, runs forward around 
his seat and then to the rear completely encircling his row of 
seats until his own is again reached. As soon as he is seated, 
the child next behind him encircles the row of seats, starting 
to the front on the right side and running to the rear on the left 
side. This continues until the last child has encircled the row 
and regained his seat. The row wins whose last player is first 
seated. 

Double Dodge Ball 

The game is the same as dodge ball but two balls are used 
instead of one. It is a game in wdiich the defending team, seldom 
lasts long. To pick the winning team the game must be timed, 
the team staying in the circle longest wins the game. It is advis- 
able to have tw^o rooms play at a time so as to have enough players 
for a separate team of girls and boys. Let one teacher take the 
boys and the other take the girls. 

Base Dodge Ball 

Place small circles (about 2 feet in diameter) around a periph- 
ery of a large circle having a diameter of from 4:5 to 50 feet. The 
players of one team, the basemen, occupy the bases, and a like 
number of players who roam about inside of the large circle. A 
volley ball or basketball is used. This ball must always pass 
through the hands of three basemen before it may be thrown at a 
player inside the circle. If the player is hit, he is out of the game. 
If, however, the player catches the ball, he may, from where he 



200 



Physical Education — Grades V-VI 



caught the ball, throw this at a baseman who may not leave his 
base. If the baseman is hit, he is out of the game. Should he, 
however, catch the ball, he keeps his place and again starts the 
game by throwing the ball to one of his team-mates. If one or 
more basemen are put out of the game, the other basemen may 
run and occupy the empty bases. 

After playing five minutes, or any other specified time, count 
the number of players left on each team, and then change places. 
At the end of the second half, again count the players. The side 
having the greater number is the winner. 



A A A A A A 









B 


B 


B 


B 




e 


B 


B 


B 


B 


B 


j 


A 


A 


A 


A 


A 


A 


A 


A. 


A 


A 


A 


A 




5 


B 


B 


B 


B 


B 



End Ball 

The field is a thirty foot square divided into two equal parts. 
Across the outside end of each field is a smaller field or base, 
three or four feet deep. Any number may play. They are divided 
into two teams. About one-third of each team are basemen, who 
take their places in the base or outer field at one end, while the 
others are guards and their places in the inner field on opposite side 
of the center line. The game may be played in halves of five 
minutes or for any length of time. Play is continuous during this 
time. A point is made whenever a baseman catches the ball (a 
basketball) from a guard of his own team. 

Rules. The game is in charge of a referee, who calls all 
fouls. At the beginning of the game (or at the beginning of 
each half) he tosses the ball up in the center, between two oppos- 
ing guards. All players must keep within their own fields. If 
the ball rolls or is thrown over the boundary line of any field, the 



Games 



20 i 



player nearest the line in that field gets the ball and brings it to 
the line at the point where it crossed. From there he throws the 
ball to one of the players in the same field. 

Rider Ball (Horse and Rider) 

Formation : Flank circle formation, pupils facing toward center. 
No. 1 on the inside carries No. 2 on his back. No. 2 is the "rider." 
No. I's take a stride position sideward bracing themselves by plac- 
ing hands on knees. The body is bent forward so the riders can 
readih^ mount by straddling their backs and holding themselves by 
pressure of the knees. After the riders are mounted a basket ball is 
thrown from one to the other. AA^hen one of the riders misses the 
ball all must jump down and run. One of the "horses" picks up the 
ball and commands "Halt." All riders then stand still while the per- 
son holding the ball must try to hit one of the riders. The riders may 
dodge but must not leave their places. If the player succeeds in 
hitting him all exchange places ; horses becoming riders and vice 
versa. Thus the game continues. 

Long Base 

A playground ball game in which any number from eight to 
thirty may play satisfactorily. It is especially adaptable to school 
needs for the following reasons : Small space required. Pupils con- 
duct play with little supervision. Requires but little equipment. 
Gives sufficient exercise without being violent. Affords oppor- 
tunity for a large number to take part. Very little danger. 

The Game : Nearly all the rules governing Long Base are the 
regular Base Ball rules except w^here the position of bases w^ould 
necessitate changes. 

Grounds : Home base as in Base Ball. Pitcher's box from 
fifteen to thirty feet from home base according to the size of the 
grounds. Long base is where second base is in Base Ball, fifteen 
feet to thirty feet back of the pitcher's box. There are no first or 
third bases. The long base is an area about three feet wide and 
from five to fifteen feet long running across a line drawn through 
home base and pitcher's box. Lines drawn from the ends of long 
base to home plate define the ground. 

Position of Players : The "pitcher, catcher and long baseman 
hold positions as indicated. All others are fielders and may play 
any place they desire, or where thev are placed by the director. 



202 



Physical Education — Grades V-VI 



How the Game is Played: A soft ball (preferably a "12'^ or "14" 
playground ball) is pitched underhanded to the batter. If the ball 
is hit he must run to long base. There are no fouls. Three strikes 
and the batter is out. Four balls and he passes to long base. Play- 
ers already on long base are not forced off but may wait until they 
have a chance to run in home without being put out. x\ny member 
ma}^ run home at one time but may not return to long base after 
having left once, except in case of a caught fly ball in which case all 
must return to long base before they may run home. 

Balk : Balk as in Base Ball. Only one player ma}^ advance a 
base on a balk. 

Dead Ball : If batter is struck with pitched ball, ball is dead 
until pitcher has it in his box and players may not run. Batter is 
not allowed to take a base on a dead ball. 

Man is Out : If touched with ball by any player before reach- 
ing long base after batting ball. If any player having ball in his 
hand touches home base before runner returning from long base. It 
is not necessary to touch runner with ball when returning home. 
If he strikes at the ball, misses it and the ball strikes him. If he 
runs out of bounds or dodges man with ball. If he throws bat. If 
he has started home on fly ball which is caught and is touched with 
])all before he can return to long base. If he refuses to run instantly 
after hitting ball. If he misses or strikes at ball three times. If 
any player on side at bat purposely interferes with ball or players 
on opposite side. 

Three Outs : When three outs are made the side is out. 

Length of Game. Nine innings shall constitute a regular game 
or match game but for playground use at schools it is advisable to 
play a certain number of minutes. From forty-five minutes to one 
hour. 

Three Deep 

Form a circle, facing inward ; alternate one step in front of 
those standing to their right, facing the same way. The players 
are now arranged in pairs. A runner and .catcher are chosen ; the 
former runs around the outside of the circle and steps in front of 
some couple; there will then be three standing in front of each 
other. The last one then becomes the runner. The catcher must 
try to touch the runner, or the rear one of the three, w^hereupon he 
becomes runner and the other catcher. 

The success of the game depends upon the frequent changing- 
of places. No runner should pass more than half way around the 



Games 



203 



circle 1)efore stepping in front of some one. Running through the 
circle is not allowed. 

This game may be varied by having the couples face each other 
and the runner stepping between them. The one he faces remains, 
the other becomes the runner. 

Hopping Circle 

For this game a rope, or strong cord, ten or fifteen feet long, 
w^ith a heavy, but soft, object at one end, is required. A small 
bag filled with sand is the best, but an old overshoe or a piece 
of garden hose makes an excellent substitute. 

Form a circle, facing inward. One player, in the center, 
swings the rope to the ground and near the players' feet in such 
a manner that the pupils must jump in order to allow it to pass. 
AVhoever stops the rope is out and steps aside. 

This may be played by running around in a circle in the 
opposite direction from Avhich the rope is swung, jumping as before 
to let the rope pass. Also by those forming the circle facing out- 
ward. 

Last Couple Out 

A number of couples stand behind each other. Before them 
stands the catcher, who calls: "Last couple out" — one, two, three! 
clapping hands three times. At this call the last two separate, 
run on opposite sides of the players and try to join hands before 
the catcher tags one of them. If the catcher succeeds in tag- 
ging one, he becomes partner of the one not tagged, and they 
take their place in front of the others, w^hile the one tagged 
becomes the catcher. In case the last ones join hands before one 
is tagged, the}^ take first place and the catcher calls again. 

Number Race 

Formation — Two or more lines. Number the pupils in each 
line consecutively from one up. 

The leader calls a number, and all those wdio were given that 
number run around their respective lines, either forward around 
the first, then back and around the last to their place, or in the 
opposite direction, as stipulated. The one returning first wins. 
All pupils must start on the same side, so as to avoid collisions. 

In the class room this may be played by having the pupils 
of each section run around their seats as they are called, the class 
being seated. The pupils are numbered from front to rear. 



204 



Physical Education — Grades V-VI 



Passing Relay 

The players form in lines, one behind the other, a few feet 
apart. The leader of each rank is provided with a bean bag, or 
ball, or any other object. The bag is passed from one player to 
the next. When the last player of each side gets it, he runs to 
the head of the line, standing in front of the first, while the 
others move back. He then sends it on its journey down the 
line again. This is repeated until the original first player is again 
in his place at the head of the line. The side finishing first wins. 

This game may be played by standing in lines, one player 
behind the other, and passing the bag over the heads or on the 
I sides of the players. 

It may be also played by standing in straddle position, and 
passing backward between the legs of the players. 

Over and Under 

Arrange players in two or more lines, standing in straddle 
position. The first player has the bag or ball. At the signal it 
is passed over the heads until it reaches the last, who runs forward 
and starts the bag or ball by passing it between the legs of the 
pupils (under). When the last one goes to the front he starts 
it overhead, and so on. Continue until the first is again in front. 
May also be played by throwing for Basketball Goal, after each 
passage down the line. Each one has three trials, and if Goal is 
not made, the player starts the ball from the head of the line. 
Points may be counted for Goals made. With a ball this may also 
be played by throwing over the head and rolling between the 
legs. 

Traveling Ball 

Pupils stand in a circle, shoulder to shoulder, facing inward. 
A runner is stationed outside of the circle. A large ball or bean 
bag is passed back and forth from one player to the other, pursued 
by the runner, who tries to tag the person holding the ball at 
that instant. If he succeeds in tagging one, they change places, 
and the tagged one becomes runner. 

Corner Ball 

The field is an oblong 30x40 feet divided into two equal parts. 
Any space may be used if the size is not available. Each part 
contains two bases, placed in the far corners. A third may be 
added if desired. (See diagram). Any number may. play. They 



Games 



205 



are divided into two teams. Two players of each team are base- 
men and the others are guards. Their positions are shown in the 
diagram. The bases are three feet square. The object of the 
game is to throw the ball from a guard to a baseman of the same 
team. The basemen must catch the ball on the fly. The game is 
played in halves of five (5) or more minutes each. Play is con- 
tinuous during the time, the only stop being that made to call a 
foul. 




A point is made w^henever a basemen catches a ball, (a basket- 
ball) from one of the guards of his own team. It must be a fair 
throw, that is, the ball must not touch the ground, wall or ceiling, 
before being caught by a baseman. Guards are not allowed to 
cross the center line, nor to step into the bases, nor out of the field 
of play. Basemen must always have both feet in their bases, but 
they are allowed to jump up to catch the ball. The game is in 
charge of a referee who calls all fouls. At the beginning of each 
half, he tosses the ball up in the center of the field, between two 
opposing guards. In case of a foul, he gives the ball to a guard 
of the other team. 

There shall be a scorer, who is also timekeeper. If in the course 
of play the ball rolls or is thrown of¥ the field it shall be brought 
back by a guard of the team whose line it crossed. He shall put 
the ball in play by standing on the line at the place where the ball 
left the field, and throwing it to one of the guards of his own team. 



206 



Physical Education — Grades V-VI 



Fouls are made as follows: 1. Carrying the ball (taking more 
than one step). 2. Striking or touching the ball when it is in the 
hands of a player. 3. Holding, pushing, striking or tripping an 
opponent. 4. Stepping across the center line, or out of the field, 
with one or both feet, or on the bases of the opponents. 5. When a 
basemen steps out of the base with one or both feet. 

Throw Ball 

Players stand in a circle about three feet apart. One player 
is in the center, A large ball is thrown by the players from one 
to the other. The one in the center tries to get the ball ; if suc- 
cessful he changes places with the player who last touches it. 
A player who throws over the heads of the players so that the 
ball leaves the circle, or a player w^ho allows a properly-thrown 
ball to pass, changes places with the one in the circle. 

Straddle Ball 

Players stand in a circle in straddle position, the feet touch- 
^: ing. One is in the center. The latter tries to throw a basketball 
between the legs of one of the players. The players try to prevent 
this by stopping the ball with their hands. Those forming the 
circle may not leave their places ; whoever moves his feet must 
go in the center. Also the one who lets the ball through must 
change with the one in the center. 



Notes 207 



208 Notes 



Notes 209 



2IO Notes 



Notes 211 



212 Notes 



Notes 213 



214 ' Notes 



Notes 215 



21 6 Notes 



Notes 217 



21 8 Notes 



GRADES VII- VIII 



Gymnastics 



221 



GYMNASTICS 

GRADES VII-VIII 
Lesson I 

I. Raise heels and raise arms forward — 1. Lower — 2. Bend 
knees half-deep and raise arms forward — 3. Return — 4. 

II. Raise arms sideward and turn head left — 1. Return — 2. 
Raise arms sideward and raise chest — 3. Return — 4. 

III. Raise heels and raise arms forward — 1. Return — 2. 
Raise left leg forward and raise arms sideward — 3. Return — 4. 

IV. Step left forward and raise arms sideward — 1. Return — 
2. Lower trunk forward and raise arms sideward — 3. Return — 4. 

V. Four change-steps forward — begin 1-8. Face left about in 
four steps — face 9-12. March in place — march 13-16. Repeat. 

VL Hands on hips — place. Stride left sideward and raise 
arms sideward — 1. Turn trunk left — 2. Return — 3-4. 

VIL March in place facing left on the first of every four steps 
— march — 1-16. Repeat, facing right. 

VIII. Raise arms sideupward and inhale — inhale. Lower and 
exhale — exhale. 

Lesson II 

I. Arms for strike — ^bend. Step left forward and strike side- 
ward — 1. Turn head left — 2. Return — 3-4. 

II. Stride left forward and raise hands front of shoulders — 1. 
Lower head backward — 2. Return — 3-4. 

III. Raise left leg forward and raise arms sideward — 1. Turn 
head left— 2. Return— 3-4. 

IV. Stride left sideward and bend arms for thrust — 1. Low^er 
trunk forward — 2. Return — 3-4. 

V. Four gallops left forward — begin 1-4. In place — march 
5-8. Repeat right 9-16. Face left about and repeat 1-16. 

VI. Stride left forward and raise arms sideward — 1. Turn 
trunk left— 2. Return— 3-4. 

VIL March in place, facing left or right, or left about 
or right about on command. Example : In place — March. After the 
class has taken a few steps in place give the command to face in the 
desired direction. The class continues to march in place until the 
command Halt ! is given. 



222 



Physical Education — Grades VII-VIII 



VIII. Hands on hips — place. Raise chest and inhale — inhale. 
Lower and exhale — exhale. 

Lesson III 

I. Arms bent for thrust — bend. Lunge left sideward and 
thrust sideward — 1. Turn head left — 2. Return — 3-4. 

II. Lunge left forward and raise arms sideward — 1. Raise 
chest — 2. Return — 3-4. 

III. Raise the left leg backward and bend arms for thrust — 1. 
Lower trunk one-half forward — 2. Return — 3-4. 

IV. Stride left sideward — stride. Lower trunk one-half for- 
ward and raise arms sideward — 1. Turn head left — 2. Return — 3-4. 

V. Hands on hips — ^place. Four step-hops forward — begin 
1-8. Face left about in four steps — face 9-12. Clap hands four 
times — clap 13-16. Repeat. 

VI. Lunge left sideward and raise arms sideupward — 1. Bend 
trunk right — 2. Return — 3-4. 

VII. Marching in place; forward; backward; turning left or 
right about; four steps for each, on command. Example: In place — 
march 1, 2, 3, forward, 1, 2, 3, backward, 1, 2, left about, 1, 2, halt, 4. 

VIII. Inhale and raise hands front of shoulders — inhale 1-4. 
Lower and exhale — 5-8. 

Lesson IV 

I. Stride left sideward and raise arms sideward — 1. Raise 
chest— 2. Return— 3-4. 

II. Place left foot sideward, bend right knee and place hands 
on hips — 1. Turn head left — 2. Return — 3-4. 

III. Raise left leg sideward and raise arms sideward — 1. 
Lower trunk right sideward — 2. Return — 3-4. 

IV. Hands on hips — place. Lunge left forward — 1. Lower 
trunk one-half forward and straighten arms sideward — 2. Re- 
turn— 3-4. 

V. Four glide-hops forward — begin — 1-8. Eight marching 
steps backward — march — 9-16. 

VI. Stride left sideward and raise hands front of shoulders — 
1. Turn trunk left and straighten arms sideward — 2. Return — 3-4. 

VII. Stand jump in place in five counts. Raise heels — 1. 
Bend knees one-half deep — 2. Jump upward and come to squat 
stand (knees bent) — 3. Straighten knees — 4. Lower heels — 5. 

VIII. Bend arms to thrust, raise chest and inhale — 1-6. Lower 
and exhale — 7-9. Pause — 10-12. 



Gymnastics 



223 



Lesson V 

I. Hands front of shoulders — raise. Lunge left forward and 
straighten arms sideward — 1. Lower head backward — 2. Re- 
turn — 3-4. 

IL Raise hands front of shoulders — 1. Raise chest and 
straighten arms sideward — 2. Return — 3-4. 

IIL Raise left leg and arms forward — 1. Move arms side- 
ward — 2. Return — 3-4. 

IV. Arms bent for thrust — bend. Straighten arms upward — 
1. Lower trunk forward and arms to sideward — 2. Return — 3-4. 

V. Eight skipping steps forward and face about in four 
marching steps — skip — 1-12. Repeat. 

VI. Hands front of shoulders — raise. Turn trunk left and 
straighten arms sideward — 1. Raise arms upward — 2. Return — 3-4. 

VII. Stand jump forward in five counts, distance about two 
feet— 1-5. 

VIII. Inhale and raise arms foreupward — inhale — 1-6. Lower 
arms sidedownward and — exhale — 7-9. Pause — 10-12. 

Lesson VI 

I. Arms bent for thrust — bend. Lunge left sideward and 
thrust sideward — 1. Change (reverse) knee bending — 2. Return 
—3-4. 

II. Raise arms foreupward — 1. Lower to sidcAvard, palms 
upward and raise chest — 2. Return — 3-4. 

III. Raise left foot backward and raise arms sideward — 1. 
Straighten left leg backward and raise arms upward — 2. Return 
—3-4. 

IV. Stride left sideward — stride. Lower trunk forward and 
raise arms sideward — 1. Place hands front of shoulders — 2. Re- 
turn — 3-4. 

V. Hands on hips — place. Two rocking steps sideward left 
and right — begin — 1-6. 

VI. Hands on hips — place. Stride left sideward — 1. Bend 
left knee and bend trunk right — 2. Return — 3-4. 

VII. Change-step left and right forward — begin 1 and 2, 3 and 
4, four steps in place — 5-8. Repeat — 9-16. Repeat starting change- 
step left backward — 1-16. 

VIII. Inhale and place left foot backward, same time move 
arms obHquely backward outward, palms facing outward, chest 
well elevated — 1-4. Exhale and return — 5-8. 



224 



Physical Education — Grades VII-VIII 



Lesson VII 

I. Lunge left forward and swing arms foreupward — 1. Lower 
arms sideward — 2. Return — 3-4. 

IL Raise arms sideward — 1. Raise chest and place hands 
front of shoulders — 2. Return — 3-4. 

III. Rise on toes and raise arms sideward — 1. Raise arms 
upward — 2. Return — 3-4. 

IV. Hands on hips — place. Lunge left sideward — 1. Change 
knee bending and lower trunk forward — 2. Return — 3-4. 

V. Mazurka-balance-step left sideAvard — begin — 1-3. Right — 
4-6. Three steps forward — 7-9. Point right foot forward — 10-12. 
Repeat marching backward, starting balance-step to the right. 

VI. Hands on hips — place. Lunge left sideward — 1. Change 
knee bending and lower trunk right — 2. Return — 3-4. 

VII. Heel and toe polka forward left and right (count 1, 2, 3 
and 4, 5, 6, 7 and 8) alternated with eight marching steps in place — 
9-16. Repeat backward. 

VIII. West Point breathing — inhale — exhale. Keeping hands 
at side the arms are rotated outward until the palms face directly 
forward during the inhalation ; on the return movement the arms 
are returned to position and exhalation occurs. 

Lesson VIII 

I. Arms bent for strike — bend. Place left foot forward — 1. 
Lunge left forward and strike sideward — 2. Return — 3-4. 

II. Raise arms forward — 1. Raise chest, move arms upward 
and lower sideward with palms up — 2. Return — 3-4. 

III. Hands on hips — place. Raise left foot backward — 1. 
Straighten left leg backward and lower trunk one-half forward — 2. 
Return— 3-4. 

IV. Close fists and bend backward — 1. Straighten — 2. Bend 
forward touching floor with knuckles, keeping knees straight — 3. 
Straighten — 4. 

V. Hands on hips — place. Two swing-hops forward left and 
right alternated with four marching steps in place — begin 1-8. Re- 
peat backward — 9-16. 

VI. Turn trunk left and raise arms sideward — 1. Bend trunk 
backward — 2. Return — 3-4. 

VII. Stand jump upward in place, swinging arms foreupward 
and downward on 3. 1-5. 

VIII. Raise arms forward, move arms sideward and inhale — 
inhale 1-6. Lower and — exhale 7-9. Pause 10-12. 



Gymnastics 



225 



Lesson IX 

I. Stride left sideAvard and raise arms sideward — 1. Bend left 
knee and raise arms upward — 2. Return — 3-4. 

II. Stride left sideward — stride. Turn trunk left and raise 
hands front of shoulders — 1. Raise chest and straighten arms side- 
ward — 2. Return — 3-4. 

III. Rise on toes and raise arms sideupward — 1. Bend knees 
deep and lower arms sideward — 2. Return — 3-4. 

IV. Stride left sideward — stride. Turn trunk left and raise 
arms sideupward — 1. Bend trunk backward and low^er arms side- 
ward— 2. Return— 3-4. 

V. Polka-step forAvard left and right (count, 1 and 2 hop, 3 
and 4 hop) alternated with four marching steps in place. Repeat 
forward. Face left about in four steps and repeat. 

VI. Stride left sideward — stride. Turn trunk left and raise 
arms sideupAvard — 1. Bend trunk left and lower arms sideward — 2. 
Return— 3-4. 

VII. Stand jump in place AA'ith one-fourth turn on 3. 1-5. 
Same turning right. 

VIII. Raise arms sidcAA'ard, place hands front of shoulders and 
inhale — inhale 1-6. Hold position 7-9. LoAA^er and exhale 10-12. 

Lesson X 

I. Place left foot forAA'ard and bend arms to thrust — 1. Lunge 
left forAA-ard and thrust sidcAA^ard — 2. Return — 3-4. 

II. Stride left forward — stride. Turn trunk right and raise 
arms forAA-ard — 1. LoAver head backAA'ard and moA'e arms sideward, 
palms upward — 2. Return — 3-4. 

III. Raise left leg forAvard and hands front of shoulders — 1. 
Raise left foot backward and moA^e arms sideAvard — 2. Return — 3-4. 

IV. LoAA^er trunk forAvard and raise hands front of shoulders 
— 1. Return — 2. Turn trunk left and raise arms sideward — 3. 
Return — 4. 

V. Three mazurka-hops left forAA'ard — begin 1-9. Three steps 
in place 10-12. Repeat right 1-12. 

VI. Stride left sideward — stride. Turn trunk left and bend 
arms for thrust — 1. Bend trunk left and thrust arms sidcAA-ard — 2. 
Return— 3-4. 

VII. Stand jump in place, swinging arms foreupward and 
downward on 3. 1-5. 

VIII. West Point breathing — inhale — exhale. (See Lesson 7^ 
Exercise 8). 



226 



Physical Education — Grades VlI-VIIl 



RHYTHMIC STEPS 

GRADES VII-VIII 
Reveiw steps of the previous grades. 

Glide-Hop or Glide-Balance-Hop 

2- 4: time. Glide left forward (transferring weight to left 
foot) — 1. Hop in place with the right leg raised backward, lean- 
ing body slightly forward — 2. Same right — 3-4. (The number of 
-hops that follow the glide may be increased — thus changing the 
rhythm), 

Mazurka-Hop 

3- 4 mazurka time, the first count being accented. Glide left 
forward — 1. Displace left foot with a hop on the right, the left 
being raised forward — 2. Hop on right foot and bend left knee 
so that the left foot is in front of the right knee — 3. Repeat right. 

Combinations 

1. Four balance-hops forward beginning left — 1-<S. Four 
polka-steps forward beginning left — 9-16. Repeat beginning right. 

2. Two balance-hops forward beginning left — ^1-4. Two polka- 
steps forward — 5-8. Two swing-hops forward — 9-12. Two polka- 
steps forward — 13-16. 

3. As (2) add following arm movements: Raise arms side- 
ward on the balance-hop left and right, 1-4, place hands on hips on 
the polka-step 5-8, raise right arm in front of chest, left arm side- 
ward, 1-2 ; change same opposite, 3-4, hands on hips, 5-8. 

4. Four balance-hops forward beginning left, 1-8 ; three-step- 
turn left 1-4 ; same right, 5-8. 

0. As (4) add arm movements as follows : Raise left arm to 
one half circle over head, on the balance-hop left and raise right 
arm on balance-hop right. These arm movements are to be taken 
with the first step. 

6. Three mazurka-hops left sideward, 1-9, stamp three times 
in place beginning left 10-12, same right, 1-12. 

7. One mazurka-hop left forward, 1-3, rocking-step, 4-6. Same 
beginning right, 1-6. 

8. Combination of mazurka-hop and cross-step-turn. Three 
mazurka-hops left sideward, 1-9 ; and cross-step-turn, 10-12. Same 
right, 1-12. 

9. Two mazurka-hops, 1-6 ; cross-step-turn, 7-9 ; three stamps 
beginning left, 10-12. 



RpiYTiiMic Plays 



.10. Combination of balance-hop and mazurka-hop in three- 
quarter rhythm. Two balance-hops forward beginning left (hop- 
ping twice), 1-6; one mazurka-hop forward left and three stamps, 
Same right, 1-12. 

11. As (10), add raising left and right arm alternately to one- 
half circle over head on the balance-hops. 

12. Combination of polka-hop, cross-step-turn and swing-hop. 
Two polka-steps on place beginning left, 1-4; cross-step-turn left, 
5-6 ; swing-hop (swinging right leg forward), 7-8. 

13. Combination of heel-and-toe-polka and heel-and-toe-bal- 
ance-hop. Heel-and-toe polka forward left and right, 1-8 ; heel-and- 
toe-balance-hop forward left and right, 1-8. 

11. Combination of heel-and-toe-balance-hop forward and 
polka-step backward. Two heel and-toe-balance-hops forward, 1-8 ; 
four polka-steps backward, 9-16. 

15. Combinations of mazurka-hop forward beginning left, 1-6 ; 
three glides left, 7-9 ; three glides right, 10-12. 

RHYTHMIC PLAYS 
GRADED VII-VIII 
Junior High Schottische 

Music, My Little Persian Rose, or any well accented schottische. 

Formation — Sets of four all facing in same direction. Couples join 
inside hands and join outside hands with other couple of the 
set. Couple No. 1 in front, couple No. 2 in rear. 

I. Schottische forward left and right (1-8) 2 measures. 

1st couple drop inside hands (keeping outside 
hands joined with couple No. 2) and swing 
around to the rear with four swing-hops, fin- 
ishing in rear of second couple and regrasping 
hands (1-8) 2 measures. 

Repeat above, couple No. 2 leading and swinging 

(1-16) 4 measures. 

II. Schottische forward left and right (1-8) 2 measures. 

Keeping all hands joined, couple No. 1 backs 
under the upraised hands of the 2d couple, who 
continue to pass forward turning under their 
own upraised arms with four swing-hops (1-8) 2 measures. 
Repeat above, couple No. 2 leading and backing 

under (1-16) 4 measures. 



228 



Physical Education — Grades VII-VIII 



III. Schottische forward left and right (1-8) 2 measures. 
Last couple drop inside hands and keeping out- 
side hands joined with 1st couple swing around 

backw^ard with four swing-hops and finish in 
front of couple No. 1 regrasping hands. 
(Couple No. 1 take two swing-hops backward 
and two in place w^hile 2d couple are swing- 
ing) (1-8) measures. 
Repeat above, couple No. 2 leading and couple 

No. 1 swinging around (1-16) -1 measures. 

IV. Schottische forward left and right (1-8) 2 measures. 
Keeping all hands joined, couple No. 2 pass up 

under the uplifted arms of 1st couple, who turn 
under their own upraised arms with four 
swing-hops moving backw^ard as they turn 
(1-8) 2 measures. 

Repeat above, couple No. 2 leading and couple 

No. 1 passing up under (1-16) 4 measures. 

Repeat all, ad libitum. 32 measures. 

Schottische-step : Glide left obliquely forward (1), close right 
to left (2), glide left obliquely forward (3), hop on left and swing 
right foot forward, toes pointing down (4), repeat right (5-8). 

Swing-hop. Step left forw^ard (1), hop on left foot and swing 
right foot forward, toes pointing down (2), repeat right (3-4). 





Cinderella 








2 3 

1^ fr ij f f 


f tf : 




1 



fr4 



II. 



m 




^1 tjl'fj 



RiivTifMic Plavs 



229 



Formation — Circle, in couples, inside hands joined, outside hand 
on hips. Every other couple face about, forming sets of four 
Boy on left of each couple. 

I. Mazurka balance-step, starting with inside foot 
and stepping toward partner, swinging the 
arms in the direction of the movement (1-3). 
Repeat in opposite direction, stepping away 
from partner (4-6) 

With six steps the girls cross to opposite partners. 
The boys, with hands on hips, continue to bal- 
ance in place 

With new partners repeat the balance (1-6) and 
take six steps back to original places (7-12) 

Repeat all, boys crossing over and back 

II. Face partner, join both hands and take three 
mazurka-hops tow-ard the opposite couple, cros- 
sing them on the right, and make three stamps 
(1-12) 

Take three mazurka-hops back to place, cros- 
sing on same side as before, and finish with one 
stamp (1-12) 

With hands still joined, mazurka balance-step 
away from opposite couple (1-3), toward 
opposite couple (4-6), lifting arms and keep- 
ing hands joined partners turn under own arms, 
(churn) (7-12) 

Drop hands and walk nine steps forward, the 
girl passing between the opposite couple, and 
finish with one stamp. This will bring each 
couple in front of a new couple 

Repeat all, ad libitum. — 

32 measures 



2 measures. 

2 measures, 

4 measures. 
8 measures. 

4 measures. 
4 measures. 



4 measures. 



4 measures. 



230 



Physical Education — Grades VII-VIII 
Virginia Reel 




Formation — Sets of not more than four couples each, partners 
facing each other. Boys in one Hne, partners opposite. 

1st girl and last boy forward, bow and back to 

place 4 measures. 



Rhythmic Plays 



231 



1st boy and last girl repeat 4 measures. 

1st girl and last boy forward, join right hands, 

swing and back to place 4 measures. 

1st boy and last girl repeat 4 measures. 

1st girl and last boy forward, join left hands, 

swing and back to place 4 measures. 

1st boy and last girl repeat 4 measures. 

1st girl and last boy forward, join both hands, 

swing and back to place 4 measures. 

1st boy and last girl repeat 4 measures. 

1st girl and last boy forward, move around one 

another back to back, and return to place 4 measures. 

1st boy and last girl repeat 4 measures. 

1st girl and 1st boy turn each other with right 
hand and ''reel" down the set, girl turning the 
boys, and the boy the girls. On meeting at the 
foot join both hands and glide up the center. 
On reaching the top, drop hands, separate and 
march around outside their lines, girl to the 
right, boy to the left. 1st couple on meeting at 
the foot form arch with both hands, under 
which the lines pass, led by the bottom couple. 
The last couple now become the head couple, 
the 1st couple remaining at the foot, and the 
dance is repeated from the beginning. 

To have each set work in unison the teacher may 
call the various figures in order. The first 8 
measures of the music should be repeated three 
times, the second 8 measures repeated twice, 
the third 8 measures started with the turning 
and reeling of the first couple down the set. 



232 



Physical Education — Grades VII-VIII 



The Irish Lilt 



Vctor record No. 17331. 



m=jTi\fTi-ri ] i nl p-} \ 




f pi IjJ flF=fl 




Formation — Class in open order, as for exercises. 



Rhythmic Plays 



233- 



I. Hop on left foot and raise the right leg forward 
(1), hop on left foot and swing right leg side- 
ward (2), spring to right foot and raise left leg 



[ett 



leg 



backward (3), hop right and hold 
same position (4) 
Repeat all right and then left (5-12) 
Jump to side stride position (13), jump with feet 
together (M), hop on left foot and swing right 
foot forward (lo), hop on left foot and bend 
right knee at right angles, knee raised high 
(16) 

(Counts 13 to 16 make what is called the 
"Break," and this is the finish for each part of 
the lilt). 

II. Hop left and tap right toe forward (1), hop left 
and strike right heel in place of toe (2), hop 
left and tap right toe behind left heel (3), 
hop left and raise right leg forward (4), repeat 
right and then left (5-12), ''break" (13-16) 

III. Hop left and raise right leg sideward (Ij, hop 

left and swing right leg forward (2), hop left 
and quickly flex and extend right knee (3), re- 
peat (4), repeat all right and then left (5-12), 
"break" (13-16) 

IV. Hop' left and tap right toe sideward, toeing in 

(1) , hop left and strike right heel in place of toe 

(2) , hop left and tap right toe behind left heel 

(3) , hop left and raise right leg sideward (4), 
repeat right and left (5-12), "break" (13-16) 

V. Hop left and tap right toe forward (1), hop left 
and raise right leg forward (2), spring on right 
foot, crossing it over in front of left and raise 
left leg backwards (3), hop right and swing 
left leg forward (4), repeat right and left 
(5-12), "break" (13-16) 



VI. Hop left and strike right heel forward (1), hop 
right and strike left heel forward (2), alternate 
(3-14), stamp left, right, and left in the time of 
two counts (15-16) 



measures, 
measures. 



measures. 



S measures. 



8 measures, 



8 measures. 



8 measures. 



8 measures, 



234 Physical Education— Grades VII-VIII 



Highland Schottische 

Victor record No. 17331. 





9 10 11 12- 



Formation — Single circle, partners facing each other. Right hand 
on hip, left arm raised to half circle over head. 

I. Hop on the left foot and place the right foot side- 
ward (1), hop on the left foot and raise the right 
foot in front of the left knee (2), hop on left and 
place right foot sideward (3), hop on left and 
raise the right foot in rear of the left knee (4) 
Schottische-step right sideward (1-4) 
Reverse the position of the arms and repeat the 

above two measures to the opposite side (1-8) 2 measures. 
Repeat all, reversing arms with each change of 
direction 



1 measure. 
1 measure. 



4 measures. 



II. Hook right arm Avith partner and place left hand 
on hip, starting with the right foot take three 
schottische-steps forward in a circle, turning 
clockwise (mill-wheel) ; release arms, one 
schottische-step in place with half turn toward 
partner (right about) (1-16) 



4 measures. 



Rhythmic Plays 



235 



Hook left arm with partner, placing right hand 
on hip, and starting with the right foot take two 
schottische-steps forward in a circle; release 
arms, hands on hips and take two alternate 
swing-hops forward right and left meeting a 
new partner. (Swing-hop: step forward on 
the right foot (1), hop on the right foot and 
swing the left foot forward with toe pointed 
downward (2). Repeat left (1-16). (Meas- 
ures 9 to 12 repeated) 4 measures. 

Repeat all ad libitum, advancing to a new part- — 

ner each time 16 measures. 

Czebogar (Bohemian) 

Victor record No. 17821. 



1 t 



f 




-Jf i^fifjf 



1 



236 



Physical Education — Grades VII-VIII 



Formation — Couples, circle, facing inward, hands joined, boy on 
left of each couple. 

I. Seven glides to right in circle and extend left foot 

forward, hopping on the right on the 8th count. 4 measures. 

Repeat to left, extending right foot. 4 measures. 

All forward towards center, three steps and close 
feet together, (1-4), three steps backward to 
place and close feet together, (5-8) 4 measures. 

Facing partner, with right arm around waist and 
left arm extended sideward, hop on right and 
step forward with left foot, (1), slide right foot 
forward, (2), and repeat three times, turning 
partner clockwise, (millwheel) (3-8) 4 measures. 

II. Finish in single circle, partners facing, bo}- places 
his hands on girl's waist, and girl places her 
hands on his shoulders, arms straight. 

4 stamp-closing-steps to center and return (1-16) 8 measures. 

2 stamp-closing-steps to center and return (1-8) 4 measures 

Repeat millwheel as in I. (1-8) 4 measures:. 



Repeat all ad libitum. 



32 measures. 



The Irish Jig 

Victor record No. 17002. 
Formation — Lines of two, all facing forward, hands on hips. No. 1 
(boys) in left line. No. 2 (girls) in right line. About six feet 
distance between the lines. 



I. Lean body slightly forward, slide outside foot 
forward, bringing inside foot up behind and 
taking weight on to it. 

Hop' twice on inside foot', kicking forward twice 
with the outside foot. 

Repeat twice with the same foot. 

Hop on inside foot and place outside foot for- 
ward. 

Hop on outside foot and place inside foot for- 
ward. 

Repeat, and on the last hop, turn and face part- 
ner. 

(The dancers are moving forward during the 
first six measures). 



1 measure. 



measure, 
measures. 



1 measure. 



1 measure. 



Rhythmic Plays 



237 



II. Hop four times on the* inside foot and at the 
same time tap outside foot forward four times 

Repeat, hopping on the outside foot. 

Repeat, hopping tAvice on the inside foot and 
twice on the outside foot. 

Starting wdth the inside foot and clapping hands 
on the first note of the measure, bend body for- 
ward and change places with partner with two 
running steps. 

(Passing partner right shoulder to right shoul- 
der). 

Straighten body, place hands on hips and turn 

right about with two more running steps. 
Repeat the hopping and tapping, starting the 

hopping on the outside foot. 
Cross back to place as above, but remain back to 

back, instead of turning to face partner. 
Repeat the hopping and tapping, starting the 

hopping on the inside foot. 
Turn three-quarters of a turn, and finish facing 

front 

III. Jump back, landing on both feet. Hop three 
times on outside foot, kicking inside foot for- 
ward three times. 
Repeat, hopping on inside foot. 
Repeat, hopping on outside foot. 
Repeat, hopping on inside foot. (Lines are mov- 
ing backward during the jumping and kick- 
ing). 

Leaning body slightly forward cross outside foot 
over inside foot leaping on it and hopping and 
at the same time raising inside foot backward 

(1) , hop forward on outside foot swaying body 
slightly backward and kick inside foot forw^ard 

(2) , repeat, inside foot ( 3-4) 

Repeat six times, moving forward, and on the 
last count face partner with feet together. 

lY. Step forward with outside foot (1), place toe of 
inside foot in rear of heel and bend knees (2), 
same with inside foot (3-4), (passing partner 
on the right) and repeat (5-8) 



2 measures. 
2 measures. 

2 measures. 



1 measure. 

1 measure. 
6 measures. 

2 measures. 
6 measures. 
2 measures. 



2 measures. 
2 measures. 
2 measures. 



2 measures. 



measures. 



6 measures. 



4 measures. 



238 Physical Education — Grades VII-VIII 



Four swing-hops backward to place (step back- 
ward (1), hop on same foot and swing opposite 
foot forward (2) (1-8) 4 measures. 

Repeat above. (Counts 1-16) 8 measures. 

V. Facing partner step to side with inside foot 
(lines moving in opposite directions) (1), 
cross in front (2), step to side (3), place toe 
of outside foot behind heel of inside foot and 
bend knees (4) 2 measures. 

Repeat back to place (1-4) 2 measures. 

Repeat above, and on last count bow to partner 

(1-8) 4 measures. 



72 measures. 

If All the World Were Paper (English Country Dance) 

Victor record No. 18009. 

Formation — Single circle of eight (four couples), facing inward, 
hands joined. Boy on the left of each couple. Couples num- 
bered, clockwise, 1, 2, 3, 4. 

I. (a) Starting with the left foot, three running- 
steps forward and close feet together on 
4 (1-4), three running steps backward and 
close (5-8) 

Face partner (arms at sides) balance right 
sideward (1-2), left sideward (3-4), turn 
a complete turn to the right with four 
quick running steps (5-8) 

(b) Repeat (a) (1-16) 

(c) 1st and 3d boys change places with four 

running steps (1-4) 
1st and 3d girls change places with four 

running steps (1-4) 
All grasp hands and skip clockwise in the 

circle, once around, 8 skips (1-8) 

(d) 2d and 4th boys change places with four 

running steps (1-4) 
2d and 4th girls change places with four 

running steps (1-4) 
All grasp hands and skip counter-clockwise 

in the circle, once around, 8 skips (1-8) 4 measures. 



4 measures. 



4 measures. 
8 measures. 

2 measures. 

2 measures. 

4 measures. 

2 measures. 

2 measures 



Rhythmic Plays 



239 



II. (a) Starting with the right foot, partners change 
places, passing left shoulder to left 
shoulder, and facing left about on the 4th 
step (1-4), repeat back to place, starting 
with the left foot, passing on the right and 
facing right about on the 4th step (5-8) 4 measures. 
Face partner (arms at sides) balance right 
sideward (1-2), left sideward (3-4), turn 
a complete circle to the right with four 
quick running steps in place (5-8) 4 measures. 

(b) Repeat (a) (1-16) 8 measures. 

(c) 1st and 3d couples run three steps forward 

and close feet together on the 4th step 

(meeting face to face) (1-4) 2 measures. 

1st boy and 3d girl joining inside hands turn 
outward and pass between the 3d couple, 
separate and return to their respective 
places (8 running steps) ; at the same time 
the 3d boy and the 1st girl join inside 
hands, turn outward and run between the 
4th couple and back to their respective 
places (1-8) 4 measures. 

1st and 3d boys face their partners, join both 
hands, swing around clockwise, separate, 
and return to places with four skipping 
steps (1-4) 2 measures. 

(d) 2d and 4th couples repeat (c) (1-16) 8 measures. 

III. (a) Partners link right arms and with eight 
skipping steps swing a complete circle 
clockwise (1-8) 4 measures. 

Face partner, balance right sideward (1-2), 
left sideward (3-4), turn in place a com- 
plete circle to the right with four running 
steps (5-8) 4 measures. 

(b) As (a), linking left arms and skipping 

counter-clockwise, balancing right and left 

and turning right (1-16) 8 measures. 

(c) 1st boy and 3d girl change places with four 

running steps; while the 3d boy and 1st 

girl do the same (1-4) 2 measures. 



240 



Physical Education — Grades VII-VIII 



1st and 3d boys change places with their 

partners, with four running steps (1-4) 2 measures. 

All join hands and skip clockwise in the cir- 
cle, once around, 8 skipping steps (1-8) 4 measures, 
(d) 2d and 4th couples repeat (c) (1-16) 8 measures. 



96 measures. 

Parson's Farewell (English Country Dance) 

Victor record No. 18009. 

Formation — Four in a set (two couples). The couples in each 
set facing the opposite couple. Boy on the left in each 
couple. Arms swinging naturally at sides. 

I. (a) Starting with the left foot, couples run for- 
ward three steps and meet, closing feet 
together on the 4th step (1-4) 2 measures. 

Couples, four gallops left sideward (moving 

in opposite directions) (1-4) 2 measures. 

All, starting with the left foot, run three 
steps backward and close feet together on 
the 4th step (1-4) 2 measures. 

Couples, four gallops right sideward, back to 

places (1-4) 2 measures. 

(b) The two boys rise on toes (1), lower heels (2) 1 measure. 
The two girls rise on toes (3), loAver heels (4) 1 measure. 
All, rise on toes (1), lower (2), rise (3), 

lower (4) 2 measures. 

Boys join both hands with the girl of the 
opposite couple and swing once around, 
clockwise, and back to places, with 8 skip- 
ping steps (1-8) 4 measures. 

(c) The two girls rise on toes (1), lower heels (2) 1 measure. 
The two boys rise on toes (3), lower heels (4) 1 measure. 
Repeat last six measures of (b) (1-12) 6 measures. 

II. (a) Starting with the left foot, couples run for- 
ward three steps and meet, closing feet 
together on the 4th step (1-4) 2 measures. 

Boys join inner hands (boy's right, girl's 
left) with the girl of the opposite couple 
and rim three steps outward, closing, feet 
together on the 4th step (1-4) 2 measures. 



Rhythmic Plays 



241 



All turn inward, change hands and run back 

to place, three steps and close (1-^) 2 measures. 

All drop hands, the boys giving their right 
hands to their partners, and run backward 
to original places, three steps and close 
(1-4) 2 measures. 

(b) The two boys run two steps diagonally for- 

ward, meet, and clasp right hands (1-2) 1 measure. 

Releasing right hands they clasp left hands 

(1-2) 1 measure. 

The boys pass each other, left shoulder to 
left shoulder, give their right hand to the 
girl of the opposite couple and turn her 
once around finishing in the opposite boy's 
place (1-4:) 2 measures. 

The two boys meet again, clasp right, and 

then left hands (1-1) 2 measures. 

Passing each other as before they give their 
right hands to their partners, turning her 
once in place and finishing in their original 
places (1-1:) 2 measures. 

(c) The two girls repeat (b), skipping, instead 

of running clasping 1st left hands then 
right, passing on the right and turning 
with the left hand instead of the right (1-16) 8 measures. 

(a) Face partners, joining both hands, 4 gallops 

sideward toward opposite couple and meet 

(1-4) 2 measures. 

Drop hands, face opposite couple, boys take 
girls of the opposite couple by both hands 
and take 4 gallop-steps sideward, couples 
moving apart (1-4) 2 measures. 

4 gallop-steps, returning, couples moving 

toward each other (1-4) 2 measures. 

Boys take their partners by right hand and 
run backward to place, three steps and 
close (1-4) 2 measures. 

(b) Boys turn their partners, with the right 

hand, a complete circle, clockwise, with 4 
skipping-steps (1-4) 2 measures. 



242 



Physical Education — Grades VII-VIIl 



Boys change places with 4 skipping-steps 
(1-4) 

All join hands and skip, clockwise, once 

around, 4 skipping-steps (1-4) 
Boys cross over and change places with their 

partners, 4 skipping-steps (1-4) 
(c) Boys turn their partners with left hands (1-4) 
Girls change places with 4 skipping-steps 

(1-4) 

All join hands and skip once around, counter- 
clockwise 

Partners change places, 4 skipping-steps 
(1-4) 



2 measures. 



measures. 



measures, 
measures. 



2 measures. 



2 measures. 



2 measures. 



72 measures. 



Newcastle (English Country Dance) 

Victor record No. 18004. 

Formation — Single circle of eight (four couples) hands joined, 
facing inward. Boy on the left of each couple. Couples num- 
bered to the left 1, 2, 3, 4. 

I. (a) Starting with the left foot, three running 
steps forward and close feet together on 4, 
(1-4), three running steps backward and 
close feet together (5-8) 
Face partner (hands at sides) and balance 

right sideward (1-2), left sideward (3-4) 
All turn inward and balance with neighbor 
(that is, each boy balances with the girl on 
his left) (1-4) 
(b) Repeat (a) 



(c) Partners link right arms and swing once 

around clockwise (1-4) 
Boys join left hands across (mill wheel) and 
with 12 skipping steps go once around, 
counter-clockwise, to places ; while the 
girls skip around them, clockwise, without 
joining hands, and back to places (1-12) 

(d) Partners link right arms and swing three- 

quarters of a circle clockwise (1-4) 



4 measures. 
2 measures. 

2 measures. 
8 measures. 

2 measures. 



6 measures. 
2 measures. 



Rhythmic Plays 



Girls join left hands across (mill-wheel) and 
with 12 skipping steps go once around, 
counter-clockwise, to places ; while the men 
skip around them, clockwise, without join- 
ing hands, and back to places (1-12) 

(a) Starting with the right foot, partners change 

places, passing left shoulder to left shoul- 
der, and facing left about on the 4th step 
(1-4), return to places, starting with the 
left foot, passing on the right and facing 
right about (5-8). (Running steps) 
Boy bows and girl courtesies (1-4), then 
change places with partner (5-8) 

(b) As (a), but each boy dancing with the girl 

who is now on his right and changing 
places with her (1-16) 

(c) 1st boy and 3d girl, and 3d boy and 1st girl 

are now partners and grasping inner hands 
run three steps toward the center and 
close heels together on 4; turn inward, 
changing hands, and run back to place 
(1-8) 

The same couples form arches with their up- 
raised arms and the other couples separat- 
ing run under these arches and back to the 
same places. (The 4th boy and the 4th 
girl pass between the 1st boy and 3d girl ; 
while the 2d boy and the 2d girl pass be- 
tween the 3d boy and 1st girl) (1-8) 

(d) 2d boy and 4th girl, and 4th boy and 2d girl 

are partners, grasp inner hands and run 
forward, three steps and close (1-4), turn 
inward, changing hands, and run back to 
places (5-8) 
These couples form arches with their up- 
raised arms and the other couples separat- 
ing run under these arches and back to 
places. (The 1st boy and 1st girl pass be- 
tween the 2d boy and 4th girl; while the 
3d boy and 3d girl pass between the 4th 
boy and 2d girl) (1-8) 



243 

6 measures. 

4 measures. 
4 measures. 

8 measures. 
4 measures. 



4 measures. 
4 measures. 



4 measures. 



244 



Physical Education — Grades VII-VIII 



III. (a) Boys link right arms with the girl on their 
right (their present partner), and with 
eight skipping steps swing a complete cir- 
cle clockwise (1-8) 
Repeat, linking left arms, and swinging 
counter-clockwise, and changing places 
with girl (1-8) 

(b) Repeat (a), each boy with the girl on his 

right, and finish with changing places with 
her. (Original partners are now side by 
side, but in opposite places, that is, on the 
opposite side of the circle) (1-16) 

(c) Couple No. 2 join hands with 3d girl and 1st 

boy, forming straight line ; while couple 
No. 4 join hands with the 1st girl and 3d 
boy, forming straight line, (these two lines 
facing), all starting with the left foot, run 
three steps backward and close feet to- 
gether (1-4), run three steps forward and 
close (5-8) 

Drop hands and all turn a complete circle to 
the right with four quick running steps 
(1-4) 

Starting with the right foot, all run forward 
three steps, passing the opposite dancer 
left shoulder to left shoulder, and facing 
left about on the 4th step (lines have now 
changed places) (1-4) 

(d) Couple No. 1 join hands with 2d girl and 4th 

boy, forming straight line; while couple 
No. 3 join hands with 4th girl and 2d man, 
forming straight line, (these two lines fac- 
ing), all starting with the left foot, run 
three steps backward and close feet to- 
gether (1-4), run three steps forward and 
close (5-8) 

Drop hands and all turn a complete circle to 
the right with four quick running steps 
(1-4) 

Starting with the right foot, all run forward 
three steps, passing the opposite dancer 
left shoulder to left shoulder, and facing 
left about on the 4th step. (All should 
now be in their original places). 



4 measures. 



4 measures. 



measures. 



4 measures. 



2 measures. 



2 measures. 



4 measures. 



2 measures. 



2 measures. 



96 measures. 



Rhythmic Plays 



245 





246 



Physical Education — Grades VII-VIII 



I. Step right forward (1), place left foot behind 
right heel, bending knees (body erect) and at 
the same time joining right hands and looking 
under arm at partner (2), step back with left 
foot, straightening knees and returning hand 
to hip (3), step back with right foot and bow 
(4, 5, 6) 2 measures. 

Repeat, beginning with left foot and joining left 
hands with partner (1-6) 2 measures. 

Beginning with the right foot, march in half 
circle four steps (changing places with partner), 
turn left about, facing partner on the fifth step, 
and point the left foot to the side on the sixth 
count (1-6) 2 measures. 

Step left sideward (1), cross the right foot in 
rear and bend knees, body erect (2), straighten 
knees (3), close heels together (4), pause (5, 6). 
(Salutation) 2 measures. 

Starting with the right foot, return to places, 
passing on the right, and turning left about on 
the fifth count, pointing left foot to the side on 
the sixth count (1-6) 2 measures. 

Salutation to the left (1-6) 2 measures. 

Point left foot to the side (1), step to the left (2), 
place right foot behind and bend knees (3), re- 
peat to right (4-6) 2 measures. 

Salutation to the left, finishing side by side, fac- 
ing forward with inside hands joined, outside 
hands on hips (1-6) 2 measures. 

II. Step forward with the outside foot (1), bring the 
inside foot behind, taking the weight on it, and 
immediately extend the outside foot raised for- 
ward, bending the stationary knee (2), step for- 
ward on the outside foot (3), repeat, starting 
with inside foot (4-6) 2 measures. 

Repeat, outside and inside foot (1-6) 2 measures. 

Face partner, hands on hips, and step to the side 
with the free foot (1), place opposite foot for- 
ward and rise on the toes of the back foot (2), 
lower heels (3), repeat, beginning with the 
opposite foot (4-6) 2 measures. 



Games 



247 



Salutation, starting toward the line of march, and 
finish side by side, inside hands joined, outside 
hands on hips (1-6) ' 2 measures. 

Repeat last eight measures, and finish facing 

partners 8 measures. 

Repeat all, ad libitum. — 

32 measures. 

GAMES 
GRADES VII-VIII 

Select suitable games from the previous grades. 

Field Ball 



X 



X 


is 

,0 


X!0 


x;o 

XlO 


XjO 
XjO 




\o 

•0 


xio 

X'O 


XlO 
X|0 


XlO 
X|0 


Xi^ 



33 F'LAYE:fZ'S 







X 
X 



O xio XiO X 

! I 
XlX 0;0 X 



□ 
O 




Field ball has some of the features of basket ball and of captain 
ball. Its advantages are that the field of play may be adjusted to 
accommodate any number of players. Every four players have a 
field of approximately eight by sixteen feet for themselves, except- 
ing the captain fields, which have only three players. See the dia- 
gram which shows the playfields and the positions of the players. 

The object of the game is to get a large hollow ball (a basket 
ball preferably) into the hands of the captain. At the beginning of 
the game (also of the second half) the referee tosses the ball up 
between two opposing players in the center of the field of play. 



248 Physical Education — Grades V'lI-VIII 



Whenever a point is made, the ball is again tossed up in the center. 
Every time the captain of a side catches the ball his side scores a 
point. Every player has one guard, except the captain, who has 
two guards. 

Players are not allowed to step on or over the lines of their 
field. Within the field they may move about freely. If a ball is 
thrown out of bounds a player from the opposite side gets it and 
throws it in from the point where it crossed the side or end line. A 
foul shall be called on every player guilty of tackling, or tripping, 
may be called for any other form of rough play. If a foul is called, 
the referee shall give the ball to a player of the opposite side stand- 
ing nearest the center of the field of play for a free throw toward 
the captain. The guards in the throwers field shall not interfere 
with this free throw. After five minutes of play the sides change 
places. 

Captain Ball 

Revised Rules for Captain Ball. The field is an oblong, 30x60 
feet divided into two equal parts. Ten players form a team. They 
are divided into five basemen and five guards. Their positions are 
as shown in the diagram. The bases are two feet square. The 
object of the game is to get the ball (a basket ball) successively 
into the hands of two or more basemen of a side. The game is 
played in two halves of from 10 to 15 minutes each. The two 
teams here used for explanation are designated A and B. Bases 
and boxes are synonymous terms. The bases, guards and basemen 
are designated according to the position they occup)^ in the respec- 
tive halves of the court. Example : In the lower left corner of 
the court are : (a) Left-corner base of team B. (b) Left-corner 
basemen of team B. (c) Left-corner guards of team A. The other 
positions are designated in a like manner. The distance of the 
centers of two bases from side base and center lines have been 
indicated in the diagram. All other bases, except the captain's bases 
occupy the same relative position. It will be noted that the basemen 
of team A play in one half of the court and their team mate guards 
play in the other half of the court. 

Rules — Guards. No straddling of bases shall be allowed. 
Guards may use both hands in guarding, but the arms must in no 
way encircle the person of the baseman or the ball. Guards are 
not allowed to go into the territory of their opponents, nor step 
into the boxes. Guards shall not be allowed to dribble (bounce) 
the ball. Carrying the ball (taking more than one step) shall not 



Games 



249 



be allowed. The play of the guards is confined to their respec- 
tive halves of the court. 

Basemen. Basemen must always have at least one foot in 
their boxes. They are however, allow^ed to jump into the air to 



Of 




catch the ball. When a baseman jumps for a ball he must jump 
in such a manner that the foot upon which he alights must be in 
the box. 



250 



Physical Education — Grades VII-VIII 



Note : A captain in receiving a ball shall not be required to 
keep the foot not in the box within the court. The ball may be 
rolled from one baseman to another, but no score shall be allowed 
on such a play. Basemen score only on a fair catch from one base- 
man to another. A fair catch is catching the ball from a delivery 
by a baseman of the same team without the ball having touched 
the ground or any portion of the confines of the ground upon which 
the court is laid out. 

The game. The game is in charge of an umpire, w^ho calls 
all fouls. At the beginning of the game, and after a scoring has 
ceased, he tosses the ball up in center of the field between two 
guards, who are called from corresponding positions on oppos- 
ing teams and who face him. The ball is not again put into play 
until it becomes dead. A ball is dead when it gets into the hands 
of a guard after scoring has ceased, when captain receives it from 
any baseman, or when a score is made from a free throw. After 
the ball is dead the umpire shall toss the ball up in the center 
between another pair of guards playing corresponding positions 
on opposing teams ; and no two pair of guards shall again start 
the play until all the other four pairs have in turn started it. When 
a free throw does not result in a score the ball does not become 
dead. If the ball is held by two players he tosses it up between 
them. In case of a foul he decides which baseman shall have the 
ball for free throw. (In a free throw the baseman having the ball 
may not be interfered with, but the other players of his side shall 
be guarded). In cases of free throws the umpire shall give the ball 
to right forward, right corner, captain, left corner and left for- 
ward in turn as fouls are called. Should any player hold a ball 
longer than five seconds the umpire shall give the ball to the 
player holding the same position of the opposing team. There shall, 
be a scorer who is also timekeeper. If in the course of a game 
the ball rolls outside of the field it shall be put in play by one of 
the guards nearest the place where it rolled out. 

Scoring. Points are made as follows: (1) If the ball succes- 
sively gets into the hands of two basemen of the same team, this 
play counts one point. (2) If the ball successively gets into the 
hands of a baseman and then to a captain, this play counts two- 
points. (3) Should the succession be captain, baseman and then 
again captain, the play counts three points. (4) If the ball suc- 
cessively gets into the hands of two basemen and then to the cap- 
tain the play counts three points. (5) If the ball successively gets 



Games 



251 



into the hands of three different basemen and the captain, the 
play counts four points. (6) If the ball successively gets into the 
hands of all four basemen and the captain, the play counts five 
points. This is the highest score possible in one play. Note a — In 
order to score no baseman shall handle the ball more than once 
during the play. Note b — A free throw shall never count more 
than one point. 

Fouls. Fouls are made as follows: (1) Carrying the ball 
(taking more than one step). (2) Striking the ball when in the 
hands of a player. (3) Holding, pushing, striking or tripping an 
opponent. (4) Getting out of a box with both feet at the same 
time. (0) Stepping into the opponent's territory or boxes. (6) 
Stepping outside the field with one or both feet. (See exceptions 
in notes under heading "Basemen.") (7) Straddling a base. (8) 
Dribbling a ball. (9) Encircling an opponent in whole or part 
wnth arms. 

Battle Ball (Modified) 

Playing Space — Forty by seventy or eighty feet. Divide the 
space into halves by drawing a line through the center. 

Object of Game — To displace players from the field by hitting 
them with a basketball or making them miss the thrown ball. 

The players may either catch or dodge the ball. The game 
is played similar to Dodge Ball, except that the players may catch 
the ball. The ball may also be caught on a bound. If the ball hits 
any object before the player it is considered the same as a bound. 
A pla3^er is out if he attempts to catch the ball and drops it, or 
fails to dodge a direct thrown also if he steps over the middle line 
when throwing at an opponent. 

Scoring — The side having the greatest number of players 
remaining in the field after a certain length of time (two minutes) 
is winner. A change of playing spaces should be made after 
each half. 

Instead of two, three teams may be formed. The playing 
space is then divided by marking off one-fourth at each end, leav- 
ing the half of the available space in the middle. Any team may 
play against the other two, i. e., each may try to put members of 
either of the other teams out. 

There should be three equal play periods, the teams changing 
fields with each period, so that at the end, every team has played 
in each field. At the end of each play period the number out are 
counted and recorded. At the end of the game the outs for each 



252 



Physical Education — Grades VII-VIII 



team are added, and the team having the least number of outs 
wins. Dodge Ball should be thoroughly understood before trying 
this game. 

Red, White and Blue 



The play space is divided into three equal fields of approxi- 
mately twenty by thirty feet (see diagram, a, b, c). The players 
are divided into three teams of equal number, called the "Red," 
the "White" and the "Blue" team. The "Red" team lines up in 
field "A" on the dividing line between "a" and "b ;" 

the "White" team is grouped in the center of 

field "b;" the "Blue" team is lined up in field "c." 
on the dividing line between "b" and "c." 
The referee puts the ball (basket or volley ball) a 
into play by tossing it to the "White" team. The 

one catching it throws it at either the "Reds" or 

the "Blues." The "Reds" and the "Blues" play 

against the "Whites," hitting as many as possible b 

until the end of the first inning. The "Whites" 

hit as many as possible of their opponents, when- 

ever they succeed in getting the ball when it 

is "dead." A ball is "dead" after it strikes a c 

player, the floor or a wall. Those playing in fields 

"'a" and "c" are not opponents. No one is allowed 

to step over the lines dividing the fields. Trans- 
gression of this rule is punished by giving the ball to the oppon- 
ents and adding one to the opponents' score. Those hit by the 
ball must leave the field promptly. After two minutes of play 
the referee gives the signal to stop. The number of players left 
in each field is then counted and the score noted. (See diagram). 
In the second inning the "Reds" play in field "b," the "Whites" 
in field "c" and the "Blues" in "a," the "Blues" and "Whites" play- 
ing against the "Reds." In the third inning the "Reds" play in 
field "c," the "Whites" in "a" and the "Blues" in "b," the "Reds" 
and "Whites" playing against the "Blues." The scores of the three 
innings are then added, and the team having the highest total wins. 

12 3 Total 

Red 8 3 9 20 

White 2 9 8 19 

Blue 7 8 3 18 



-Games 



253 



Double Line Passing 

In this game from eight to forty persons can be kept busy and 
interested. Divide the classes into two equal squads which are 
placed facing each other on two parallel lines (chalk) as far apart 
as the size of the room will permit. The greater the distance the 
better, but the lines should be at least six feet from the wall. If 
the teams are large, or contain an odd number of players, put one 
or two more players at the further end than at the starting point. 
Figure 1 represents one team of nine men. Another similar teami 
makes competition. No. 1 has a bag and at the given signal runs, 
tossing the bag to No. 9, the bag passed through the hands of 
each man to No. 5 who makes a running toss to No. 4 and the sec- 
ond round will begin with No. 2 running down. With every suc- 
ceeding toss, each man moves one place in the direction of the 
arrows. After the fifth round No. 1 will be where No. 5 was at 
the first. No. 1 will then run up with the bag, and, finally, after 
nine rounds, he will be back in his original position, and when the 
bag reaches him here, he holds it up to indicate the finish. The 
team accomplishing this first wins. It will aid the spectators and 
judges if No. 1 ties a handkerchief around his arm. After the 



Fig. 1 



Fig. 2 



game is learned, or if the teams are large enough, put two bags in 
circulation. Give Nos. 1 and 2 each a bag (see Fig 1.). The first 
bag starts as before and at the same instant it starts up in the 
hands of No. 5 (not before). No. 2 starts down with the second. 
The game ends when numbers one and two have received the bags 
in their original positions. When this method is used, the game 
takes only half as much time as before. In learning the game, 
the runner should not cross the line until the bag is in his hand, 
but after a little practice. No. 5, for example, may start when the 
bag has reached No. 7 (see figure 1), receive it on the run from No.. 
6 and deliver it, while still running, to No. 4. This running start 
can, with practice, be reduced to a nicety, but should be closely 



254 Physical Education — Grades VII-VIIl i 

watched, not allowing the runner to start too soon and allowing 
the runner to stand midway between the lines waiting to receive 
the bag. Careless play will soon manifest itself. Guard against 
it thus. Give the winning team two points and score a team one 
for every time the bag touches the ground either from a bad throw 
or from a bad catch. Play three or five games and then add up 
the points. (Keep score on the floor with a chalk). This method 
of scoring puts a premium on careful playing, for a team that 
wins and makes but two errors will be no better off than a team 
which plays slower but without errors. There should be one um- 
pire for each team to count the errors and a scorer may also be 
judge of the finish. 

Instead of playing against each other, it is sometimes well to 
play against time. The game can be played with a basketball and 
may be played also with a medicine ball. 

Kick Ball 

The playing field is marked off by drawing two lines ten 
feet apart, and two parallel lines, the goals, ten feet behind these. 
All players stand on the goal lines except one, the driver, who 
stands on the line nearest the opposing team. Those on the goal 
line all take hold of hands and stand about three feet apart. 

The object is to kick a basketball through the opposing line, 
between two players, but under their arms. When this is done 
the side having kicked the ball scores two points. If it is kicked 
over the heads of a team that team scores one point. 

The driver may not kick the ball over the goal line, but must 
try to roll it where his teammates can do so. The driver is 
changed after each two points scored. The ball may not be 
stopped or thrown with the hands or the line broken. No score 
can be made when the line kicking the ball is broken. 

Tug of War 

A rope, about thirty feet long and an inch thick, is required. 
The players are divided into two equal divisions. Each side 
then lines up with its members one behind the other, the two 
leaders facing. The players on each side stand alternately on the 
left and right sides of the rope, which all grasp with both hands. 
A goal line is drawn behind each division. At the word "Pull !" 
both sides pull, the object being to pull the opposite side over the 
goal line. 



Games 



255 



VoUey Ball 

Object. The object of the game is to keep a volley ball passing 
from one side to the other over the top of the net, by batting it 
with one or both hands. 

I. Grounds. The playing surface shall be a rectangular court, 
not to exceed 35 feet in width by 60 feet in length, free from 
obstruction. 

II. Net. The top line of the net shall be level and measure 
eight feet from the center to the floor or ground. 

III. Teams. The players should be divided into two equal 
teams of from eight to sixteen players each. 

Each team shall be in charge of a captain, who shall see that 
each member of the team rotates after each serve, and that the 
members of the team serve in regular order. 

IV. Game. The game shall consist of fifteen points. 

V. Definitions of Terms. The order in which the players are 
to serve shall be called the "Serving Order." 

The shifting of the men in position shall be called "Rotation." 

A service is the putting of the ball in play by an eligible man, 
by batting it into the opponents' court in any direction with one 
or both hands w^hile standing with both feet behind the back 
line of the court. 

"Point" shall be called when the team receiving fails to 
legally return the ball to the opponents' court. 

"Side out" shall be called when the team serving fails to win 
its point or plays the ball illegally. 

A player who touches the ball when it is not dead shall be 
considered as playing the ball. 

The ball is out of bounds w^hen it touches any surface, object 
or part of the floor outside the court. 

When the ball momentarily comes to a rest in the hands or 
arms of a player and is not clearly batted, he shall be considered 
as catching or holding the ball. 

A player striking the ball two or more times consecutively 
shall be considered as dribbling. 

VI. Service and Server. At the opening of the game the ball 
shall be put in play by the first man on the service of the team 
which is to begin service. 

Each server shall continue to serve until the referee calls "Side 
out," at which time the men of the serving side shall immediately 
rotate one position to the left. 



256 



Physical Education — Grades VII-VIII 



A service which strikes the net or any other object or surface 
shall put the side out. 

The team losing the previous game shall have the first serve 
in the succeeding game. 

The server shall serve in the right or left hand court from 
behind the backline. 

VII. Playing the ball. The ball may be batted in any direc- 
tion with head, one or both hands or fists, but it must not touch 
the ground or go out of bounds or under the net. 

The ball may be played by any number of men before being 
batted over the net. 

A ball other than a service, striking the net and dropping over 
is still in play. 

If a player on either team bats the ball out of bounds, it shall 
count against his team. ''Side out" or "Point" shall be called. 

Note : This shall not prohibit the recovery of a ball by the 
team batting it outside the court, provided the player does not 
advance beyond the net or the ball go out of bounds. 

Any ball other than a service may be recovered from the net. 

A ball striking a boundary line shall be considered ''good." 

VIII. Prohibitions. A player shall not : 

(a) Strike the ball while he- is supported by any player or 
object. 

(b) Dribble. 

(c) Catch or hold the ball. 

(d) Reach over the net to strike the ball. 

(e) Serve out of the regular order of service. 

(f) Touch the net. Note: If two men on opposite sides touch 
the net simultaneously, no point shall be scored, and the ball shall 
be served again by the same player. 

(g) Interfere with the play of the opposing team by entering 
their court. 

(h) Address any official. Note : Captains only are allowed 
to address the officials. 

(i) Delay the game. 

(j) Make remarks or commit actions derogatory to the officials 
or tending to influence their decisions. 

(k) Make personal or derogatory remarks about opponents. 
(1) Re-enter the game after being disqualified or taken out. 

IX. Penalties. 

(a) "Side out" shall be called for violation of Rule A^IIL, Sec- 
tions (a) to (1) inclusive, by the team serving. 



Games 



257 



(b) 'Toint" shall be called for violation of Rule VIII., Sec- 
tions (a) to (h), inclusiA^e, b}" the team receiving. 

(c) A point may for the first offence, and shall for the second 
offence, be given the opponents for violation of Rule VIII., Sec- 
tions (h) to (1), inclusive. 

(d) The referee may also disqualify for any violation of Rule 
VIII., Section (i) to (1). 

(e) An}' team refusing to play after receiving instructions 
to do so from the referee shall forfeit the game. 

X. Scoring. Failure of the receiving team to legally return 
the ball over the net into the opponents' court shall count one point 
for the team serving. Note : Only the side serving scores. A 
point cannot be made Avhile the ball is dead. (The ball is dead 
when the referee's whistle blows calling any decision). 

XI. Duties of the referee. The referee shall be the superior 
officer of the game. He shall decide when the ball is in play, when 
it is dead, when a point has been made, when side is out, and shall 
impose penalties for any violation of the rules. 

The referee shall have power to make decisions for violations 
of rules committed at an)^ time. This includes the periods when 
the game may be momentarily stopped for any reason. 

The referee shall record the points made. His record shall 
constitute the official score of the game. 

Suggestions. When teaching the game to young or inex- 
perienced players the following modifications will make the game 
faster and more interesting : 

Allow the server to stand nearer the net than the back line. 

Allow the ball to be returned on the first bounce as well as 
the "fly." 

Allow the server two trials to get the ball over the net. 

The simplist form would be to start the game by having the 
serving side toss the ball over the net, and the receiving side 
catch same. Then gradually progress to batting over and return- 
ing the ball on the bounce or "fly," then to keeping the ball off 
the ground, or on the "fly." 

See that the players all serve in regular order, and rotate 
immediately after losing the serve. This will give everyone play- 
ing a chance to play every position on the field, and will not allow 
the stronger players to monopolize the game. 



258 



Physical Education 



ATHLETICS 

The problem in school athletics is to provide some form of 
physical exercise that may be practiced by the children without 
much supervision and in which everyone in the class will take part. 
In competitive athletics, such as basketball, baseball and track 
meets, the more active members of the class take part and the ones 
who need the exercise most do nothing more strenuous than to cheer 
their team to greater efforts. 

CLASS ATHLETICS 

In class athletics a record is made by a whole class instead of 
by an individual. The object is to reach ALL rather than a few. 

Only those records should be considered that are made by 
classes in which 90 per cent, or more of their members take part. 

SUGGESTED ACTIVITIES— VII-VIII GRADE 
BOYS 

Running or standing broad jump. 
Running high jump. 
60-yard dash. 

Plain or shuttle relay (distance to be regulated by the size of 
the school yard, 4 or 8 boys on a team. Maximum distance 
for each boy to run, 110 yards). 

GIRLS 

Basketball throw for distance. 
50-yard dash. 
Standing broad jump. 

Plain or shuttle relay (4 or 8 girls. Maximum distance for each 
girl to run, 55 yards). 

V-VI GRADE 

BOYS 

Running hop-step-and-jump. 
Standing triple broad jump. 
Potato race. 

Shuttle relay (8 boys. Maximum distance for each boy to run, 

55 yards). 
50-yard dash. 



Athletics 



259 



GIRLS 

Volley ball throw for distance. 
Potato race. 
40-yard dash. 
Standing broad jump. 

Shuttle relay (8 girls. Maximum distance for each girl to run, 
25 yards). 

JUMPING — The class is lined up back of the "take-off" and each 
jumps in turn. The distance from the edge of the "take-off" 
to the first mark made by any part of the body or clothing is 
measured as the jump. Each has three jumps, the best being 
taken as the individual's record. 

RUNNING — The class is lined up back of the starting mark and 
the timer takes his position at the finish mark. The timer starts 
the first runner with a quick downward motion of his hand. 
As the first runner crosses the finish line the timer signals for 
the second runner to start, and so on until all have run. 

HIGH JUMP — Each contestant gets three trials at each height. 
Displacing or running under the bar counts a trial. 

BASKET OR VOLLEY-BALL THROW FOR DISTANCE— 
The class is lined up behind the "throwing line" and each in 
turn throws the ball for distance. The thrower stands with the 
toes of both feet on the "throwing line" and throws the ball 
with both hands over the head as far as possible. Each contest- 
ant has three throws, the best being taken as the individual's 
record. 

POTATO RACE — Draw a number of circles or place small baskets 
or boxes a short distance apart on the starting line. On a 
straight line with each circle or box place four small blocks of 
wood (stones or other objects about 2 inches square) fifteen 
feet apart. That is, the first block is fifteen feet from the basket, 
the second thirty feet, the third forty-five feet, and the last block 
sixty feet away. Fifteen feet back of the starting line draw a 
parallel line for the finish. The contestants start on the start- 
ing line, beside their basket or circle, and get the "potatoes" one 
at a time, depositing them in the basket. When all are gath- 
ered they finish at the line fifteen feet back of the basket. The 
"potatoes" may be gathered in any order, but only one may be 
brought in at a time. Each "potato" must stay in the circle or 
basket. If it bounces out it must be gotten and placed in before 



26o 



Physical Education 



another is brought in. The contestant finishing first at the line 
fifteen feet back of the basket with all four "potatoes" in the 
basket wins. 

SHUTTLE RELAY— See Relay Races, page 146. 

STANDING TRIPLE BROAD JUMP— Same as in the standing 
broad jump, but instead of one, three jumps are made in rapid 
succession. 

RUNNING HOP-STEP-JUMP— The run and take off are the same 
as in the running broad-jump. If the contestant takes off with 
the right foot he must land on the same foot at the completion 
of his hop ; then a step is taken landing on the left foot ; and the 
final jump is made from the left foot, alighting on both feet. In 
other respects the rules governing the broad jump apply. 

TEAM AVERAGE — In events measured by distance or height, as 
the jumps or throws, the highest average wins the event. In 
these the team average equals the total distance or height di- 
vided by the number of contestants. 

In events measured by time, as runs, the low average wins. In 
these the team average equals the total time divided by the number 
of contestants. 



The athletic badge test is a form of athletics in Avhich every boy 
or girl is given an opportunity to win by bringing themselves up to 
a prescribed physical standard. It is not necessary to defeat some 
other contestant in order to succeed. Each measures his own 
ability. 

The tests are divided into three grades as follows : 



THE ATHLETIC BADGE TEST 



BOYS 



3d Class. (Bronze Badge) 

Pull up (chinning on bar) 
Standing broad jump 
Running high jump 
or 60-yard dash 



4 times. 

5 feet 9 inches. 
3 feet 6 inches. 
8 3-5 seconds. 



2d Class. (Bronze-Silver Badge) 

Pull up (chinning) 
Standing broad jump 
Running high jump 
or 60-yard dash 



6 times. 

6 feet 6 inches. 

4 feet. 

8 seconds. 



Athletics 



261 



1st Class. (Silver Badge) 

Pull up (chinning) 10 times. 

Standing broad jump 7 feet. 

Running high jump 4 feet 4 inches, 

or 100-yard dash 13 seconds. 
It is necessary to qualify in three events in any one class in 
order to win a badge. 

GIRLS 
3d Class 

20-yard dash 4 seconds. 

Potato race 28 seconds. 

Basketball throw 30 feet. 

2d Class 

20-yard dash 3 4-5 seconds. 

Potato race 27 seconds. 

Basketball throw 32 feet. 

1st Class 

20-yard dash 3 2-5 seconds. 

Potato race 26 2-5 seconds. 

Basketball throw 36 feet. 

A contestant winning a 2d or 3d class badge at one test may try 
at the next test for a higher badge. Upon passing a higher test the 
lower test badge is surrendered. 

METHODS OF ORGANIZING A CLASS OR A SCHOOL FOR 
COMPETITIVE PLAY 

This plan as worked out by Mr. William A. Stecher, Director of 
Physical Education of the Philadelphia Public Schools, and issued 
in a recent bulletin to his teachers, has been very successful in 
solving the recess and after-school play problem. 

I. COLOR CONTESTS. 

A. Divide each class into two equal groups (according to 
size, by choosing, etc.) Each group represents a color, 
and hereafter all competition is between the two colors 
within the class. Appoint a captain for each group of 
boys and also the girls. This will result in having four 
aggressive leaders in each room. Let the captains con- 
duct the events (under supervision of teachers) when- 



Physical Education 



ever it is deemed feasible. In the higher grades the cap- 
tains always can conduct the track and field events and 
also most of the games. The events should be con- 
ducted at recess or after school hours, and the older 
and better captains should conduct the contests of the 
lower grades. 

Under this plan every child gets an opportunity to enter 
competition. Occasionally a representative team of 
one color might compete against a team of the other 
color in order that the best ones of each group get an 
opportunity to compete against others of the same 
athletic ability. 

B. One class can conduct events independent of the rest of 

the school by means of color contests. A teacher can 
in this way give opportunity for Organized Competi- 
tive Play to her pupils, even though the rest of the 
teachers feel disinclined. Leagues may be formed 
within a class for various sports, e. g., a dodgeball 
league with twelve games to play, or a volleyball 
league, etc. 

C. The ideal way to conduct color contests is to have the 

whole school participate in the organization. A double 
system of competition is thereby created — that within 
the class, and that which results from adding the points 
scored by each color throughout the school. 

INTER-CLASS COMPETITION. 

This form of competition calls upon the more skillful in each 
sport to represent the class in that particular sport. The 

interest in such contests is usually greater than in color 
contests, principally because of the greater skill and aggres- 
siveness shown, but also because each team — representing, 
as it does, a different class — seems a much more distinct 
and foreign group. It is this same idea that creates still 
greater enthusiasm when one school team competes against 
that of another school. 
Inter-class sports usually are easier to conduct than color con- 
tests, because the contestants are good players and knew 
the rules at least fairly well. Secondly, there are not nearl}^ 
so many contestants to be handled. The teacher, or a cap- 
tain elected by the class, can conduct tryouts and select the 
team members. 



Athletics 



263 



III. COLOR CONTESTS IN COMBINATION WITH INTER- 

CLASS SPORTS. 

This is the ideal form of organization for intra-school ath- 
letics. Under this plan everybody gets into the play, and 
at the same time the best of each class compete against the 
best of another. It is an easy matter to select the class rep- 
resentatives for each branch of play during the color con- 
tests. The class members will strive to their utmost during 
the color contests in order to be chosen for the class team. 

In large yards both forms of contests can go on at the same 
time. In small yards it would probably become necessary 
to conduct the color contests as part of the regular Physical 
Education Lesson and the inter-class sports at recess or 
after school ; or set aside certain days for after-school color 
contests, and other days for inter-class contests. 

IV. INTER-SCHOOL COMPETITION. 

This form of competition should be conducted only under the 
strict supervision of the physical education teachers. In 
schools where color and inter-class contests are conducted, 
it becomes an easy matter to select the school representa- 
tives for any team. 

When training teams for organized team games, field days, 
athletic meets, etc., it is well to have certain teachers take 
charge of each branch of activity in order that better all- 
round results may be obtained. 

HOW TO CONDUCT COLOR CONTESTS 

After the teams have been formed as explained under (I.), the 
next question is, "What events shall be used in the contests?" The 
answer is, "those events which are understood by the children and 
the teacher." Ask the children what games and athletic events they 
are familiar with. 

In a school where few or no games have been played and where 
athletic organization has been unknown, it is well to have the whole 
school start with the same event and to add another as soon as the 
first is well learned. One of the simplest and best events to start 
with is Dodgeball. For the rules see page 141. Another event that 
is easily conducted by beginners is Racing. The teacher might 
start with a "Hopping Race," which, because of its simplicity, Avill 
insure success from the beginning. 



264 



Physical Education 



Start with a short distance, say 20 yards. Line the class up on 
each side of the running space, one color on the left and the other 
color on the right side. Draw a starting line at one end and 20 yards 
away the turning line. The teacher stands at one end of the starting 
line to give the signal to start and to select the winner. The cap- 
tains stand at either end of the turning line to see that all the racers 
reach that line, and to disqualify those who do not. Two represen- 
tatives of each color toe the line, and at the command "Go," they hop 
to the turning line, and from there run back to the starting line, 
where the teacher points out the winner. They then form at the end 
of their respective lines, and the next two of each color quickly toe 
the mark. When all have run, count the winners of each side. The 
side having the greatest number wins the contest. Variations of the 
race may be conducted as follows : 

Hopping in both directions. 

Running in both directions. 

Holding a knee or foot while hopping. 

Jumping forward in one or both directions, etc. 

Events recommended for beginners are, Dodgeball ; Races ; 
Basketball Throw ; and Standing Broad Jump. 

In schools where games and athletics have been conducted for 
some time, little difficulty will be encountered in a much more elab- 
orate program. 

Scoring — Each time a color wins an event, this color is credited 
with one point. In schools where several classes are conducting 
color contests, account should be kept of the school-standing of each 
color (total of all classes), as well as of each individual class. Keep 
both standings on the blackboard somewhere in each room at all 
times. This is one of the best ways of stimulating interest among 
the pupils. 

Whenever in doubt concerning any point, and whenever you 
wish ideas or assistance along any line of this work — please ask the 
physical instructors. 

A PLAN FOR THE ORGANIZATION OF AN ATHLETIC 
ASSOCIATION IN EACH SCHOOL 

An opportunity to give to the pupils a valuable civic experience 
leading to self-government is afforded in the organization of a 
School Athletic Association. A form of the constitution of such an 
organization follows. It may be amended from time to time to meet 
the conditions of each school. 



Athletics 265 
NAME 

1. The School Athletic Association 

PURPOSE 

2. To promote clean athletics for every pupil. 
Lay out play spaces. 

Organize teams. 

Arrange schedules and keep standing of teams. 
. Supervise contests. 

Prepare pupils for "Badge Tests." 
Provide for and take care of play apparatus. 
Note : Much of the apparatus needed, such as jumping stand- 
ards, take-off boards, etc., can be made by the boys in the Manual 
Training Shops. 

MEMBERSHIP 

3. A. The teachers of the school. 

B. The pupils of the school. 

C. Interested adults outside the school. 

OFFICERS 

4. A. President. 

B. Secretary. 

C. Treasurer. 

The treasurer shall be one of the teachers. 

D. Any other officer to fill any office Avhich it may be 

deemed desirous to create. 
These officers shall be elected at the beginning of each school 
term. 

CONTROLLING BODY 

5. A committee consisting of : 

A. Three teachers appointed by the Principal, one of these 

to serve as Chairman. 

B. One boy and one girl (elected by the class) from each 

classroom of the two highest grades. 
Duties — The duties of this committee shall be to conduct the activi- 
ties of this Association, as stated under Purpose in Article 11. 
Assistants may be appointed to help in carrying out the plans 
of this committee. Regular monthly meetings shall be held 
on the day of each month. 

FINANCIAL SUPPORT 

6. A. Parent-Teachers' Association. 

B. Individual donations. 

C. Special means. 



266 



Physical Education 



MEETINGS 



7. Regular semi-annual meetings shall be held at the begin- 
ning of each term. 
Special meetings may be called by the President, and shall 
be called by him on the written request of members. 

A TYPICAL SCHEDULE OF EVENTS FOR THE 
SCHOOL YEAR 

FOURTH GRADE— GIRLS 



Fall 

Dodgeball 
Endball 
Potato Race 
40-yard Dash 
Volleyball Throw 

BOYS 

Dodgeball 
Endball 
50-yard Dash 
Potato Race 
Baseball Throw 



Winter 

Dodgeball 
Endball 

Standing Broad 
Jump 



Dodgeball 
Endball 

Standing Broad 
Jump 



FIFTH GRADE AND SIXTH GRADE- 



Captainball 
50-yard Dash 
Shuttle Relay 
Running Hop-Step- 
Jump 

Standing Triple Broad 
Jump 

BOYS 

Dodgeball 
Volleyball 
60-yard Dash 
Shuttle Relay 
Running Hop-Step- 
Jump 

Standing Triple Broad 
Jump 



Dodgeball 
Standing Broad 
Jump 



Dodgeball 
Volleyball 
Standing Broad 
Jump 



Spring 

Playground Baseball 
Potato Race 
40-yard Dash 
Standing Triple Broad 

Jump 
Volleyball Throw 

Playground Baseball 
50-yard Dash 
Potato Race 
Standing Triple Broad 
Jump 

-GIRLS 

Indoor Baseball 
50-yard Dash 
Shuttle Relay 
Volleyball Throw 



Playground Baseball 
Volleyball 
60-yard Dash 
Shuttle Relay 
Basketball Throw 



Athletics 



267 



SEVENTH AND EIGHTH GRADES— GIRLS 



Fall 


Winter 


Spring: 


Dodgeball 


Captainball 


Captainball 


Captainball 


Volleyball 


Volleyball 


60-yard Dash 


Standing Broad 


60-yard Dash 


Plain Relay 


Jump 


Plain Relay 


Shuttle Relay 


Basketball Throw 


Shuttle Relay 


Standing Broad Jump 




Standing Broad Jump 


Basketball Throw 




Running High Jump 


BOYS 






Dodgeball 


"r~\ J 1-11 

Dodgeball 


"\ 7" 1 1 1 11 

Volleyball 


Volleyball 


Volleyball 


Baseball 


Basketball 


Basketball 


100-yard Dash 


75-yard Dash 


Standing Broad 


Plain Relay 


Plain Relay 


Jump 


Shuttle Relay 


Shuttle Relay 


Basketball Throw 


Running Broad Jump 


Standing Broad Jump 




Standing Broad Jump 


Running Broad Jump 




Running High Jump 


Running High Jump 




Soccer Football 


Soccer Football 







Notes 



Notes 269 



^7o M'- Notes 



Notes 271 



272 Notes 



Notes 273 



274 



Notes 



Notes 

275 



276 Notes 



Notes 



Notes 



Notes 279 



28o Notes 



Index 



INDEX 



Page 

ACTION PLAYS — (Aims and 



Values) 22 

Descriptions for (Grades I-II) . . 36 
FaU 

Autumn in the Woods 36 

Nutting 37 

Hallowe'en 37 

Making Cider 37 

Harvesting Corn 37 

Thanksgiving Pies 38 

The Carpenter 38 

Repairing Streets 38 

Gathering Apples 38 

Jack Frost 39 

Soldiers 39 

Washing 39 

The Playground 40 

• Ironing 40 

Automobile 40 

Winter 

The Christmas Tree 41 

Christmas Toys 41 

Coasting 41 

A Play in the Snow . 42 

Snow Fort 42 

Santa Claus' Visit 43 

Snow Man 43 

Countries 43 

The Woodman 44 

Coming to This Country 44 

Motor Cycle 44 

Ice Play 45 

Valentine's Day 45 

Indians 45 

Cowboys 46 

Spring 

Cleaning the House 46 

Circus 46 

Picking Spring Flowers 47 

Making Garden 47 

Birds Learning to Fly 47 

May Queen 48 

At the Beach 48 



Page 

Build a Fire in Stove 48 

Fishing 49 

Putting in Coal 49 

Making Ice Cream 49 

Swimming 49 

Moving . . . 50 

Cutting Grass 50 

Making Hay 50 

Aims of Physical Education. . 5 

Athletics ( Grades IV- VIII ) 2 5 8 

Athletic Association 264 

Badge Tests 260 

Basketball Throw 259 

Class Athletics 258 

Class in Room 9 

Class in Yard or Gymnasium 9 

Color Contests 261 

Color Contests — How to con- 
duct 263 

Commands 7 

Competitive Play 261 

Compound Exercises 8 

Events for the School Year 266 

Grade IV 266 

Grades V-VI 266 

Grades VII -VIII 267 

Explanation of terms 10 

Explanation of positions 11 

Fundamental position 11 

GAMES — (Aims and Values) ... 22 

Grades I-II 80 

Grades III-IV 138 

Grades V-VI 199 

Grades VII-VIII 247 

Descriptions for (Grades I-II) . . 80 

Indoor Games 

Bean Bag Games 80 

Bean Bag Races 81 

Bean Bag Throw for Score. ... 81 

The Wide Awakes 82 

Racing 82 

Vaulting — "Over the Fence".. 82 



282 



Index 



Page 

Jumping — "Over a Fence".... 83 



Jumping — "Over a Brook". ... 83 

Stoop 83 

Simon Says 83 

Cat and Mouse 83 

Follow My Leader 84 

Swinging 84 

Birds 84 

Marching to Jerusalem 84 

Squirrel and Nut 85 

Changing Seats 85 

Outdoor Games 

Long Jumping Rope......... 85 

Squat Tag 85 

Circle Tag 85 

Changing Places 86 

Cat and Rat 8 6 

Fox and Gardener 86 

Charley Over the Water 87 

Drop the Handkerchief 87 

Who Art Thou? 87 

Bird Catcher . 88 

Squirrels in Trees 88 

Fox and Squirrel 88 

Skip Tag.. 89 

Number Ball. 8 9 

Descriptions for (Grades III-IV) .138 

Fruit Basket. 138 

Fox and Rabbit 138 

Straddle Ball 139 

Roll Ball 139 

Fire in the Mountains 13 9 

Wrestling Circle 139 

Passing the Bean Bags 140 

Running Races 140 

Third Slap 141 

Foot in the Ring 141 

Dodge Ball 141 

Two in a Ring 142 

Captain Dodge Ball 142 

North and South 143 

Poison 143 

Bull in the Pen 143 

Beetle Goes Around ...144 

Black and White 144 

Black Man 144 

Chinese Wall. 145 

Red Rover 145 

Fish Net .145 

Lame Fox 146 

Relay Races 146 

Planting Potatoes 146 

Two Deep 147 



Page 

Descriptions for (Grades V- VI). 19 9 



Long Jumping Rope 199 

Indoor Relay Race 199 

Double Dodge Ball 199 

Base Dodge Ball 199 

End Ball 200 

Rider Ball ,. .201 

Long Base 201 

Three Deep 202 

Hopping Circle 203 

Last Couple Out 203 

Number Race 203 

Passing Relay 204 

Over and Under 204 

Traveling Ball 204 

Corner Ball 204 

Throw Ball 206 

Straddle Ball 206 

Descriptions for (Grades VII- 
VIII) 247 

Field Ball 247 

Captain Ball 24 8 

Battle Ball 251 

Red, White and Blue 252 

Double Line Passing 2 53 

Kick Ball 254 

Tug of War .254 

Volley Ball 255 

Grades I-II 25 

Grades III-IV 103 

Grades V-VI 161 

Gfiades VII- VIII 219 

GYMNASTICS 

Grades I-II 2 7 

Grades III-IV 105 

Grades V-VI 163 

Grades VII- VIII 221 

Gymnastics (Grades I-II) 

Lesson 1 27 

Lesson II 27 

Lesson III 28 

Lesson IV. 30 

Lesson V 30 

Lesson VI 32 

Lesson VII 32 

Lesson VIII 34 

Lesson IX 35 

Lesson X 35 

Gymnastics (Grades III-IV) 

Lesson I . . . 105 



Index 



283 



Page 



Lesson II 105 

Lesson III 107 

Lesson IV 108 

Lesson V 109 

Lesson VI 110 

Lesson VII Ill 

Lesson VIII Ill 

Lesson IX 112 

Lesson X 113 

Gymnastics (Grades V-VI) 

Lesson 1 163 

Lesson II 16 3 

Lesson III 164 

Lesson IV 164 

Lesson V 16 4 

Lesson VI 166 

Lesson VII 16 7 

Lesson VIII 16 8 

Lesson IX 169 

Lesson X 169 

Gymnastics (Grades VII- VIII) 

Lesson 1 221 

Lesson II 221 

Lesson III 222 

Lesson IV 222 

Lesson V 223 

Lesson VI 22 3 

Lesson VII 224 

Lesson VIII 2 24 

Lesson IX 2 25 

Lesson X 225 

High Jump 259 

Hop-Step-Jump 260 

Inter-Class Competition 262 

Inter-School Competition 263 

Instructions, General 5 

Jumping 259 

Lesson Material 9 

Marching 14 

Methods of Teaching 7 

1. On command 7 

2. By count — In rhythm 8 

3. In succession 8 

Movements 12 

1. Of the head 12 

2. Of the trunk 12 

3. Of the arms 12 

4. Of the legs 13 

Music, use of 8 

Posture 18 

Method of improving posture. . 19 
rotate Race 25 9 



Page 

Recreation drills 20 

Reference Books 23 

Resting position 12 

Rhythm of movements 7 

RHYTHMIC PLAYS — Aim and 

Value) 22 

Grades I-II 5 3 

Grades III-IV 119 

Grades V-VI 174 

Grades VII-VIII 227 

Descriptions for (Grades I-II).. 5 3 

Hickory, Dickory, Dock 53 

Bah, Bah, Black Sheep 55 

Little Miss Muffet and Little 

Jack Horner 56 

Jack and Gill 5 8 

Little Boy Blue 59 

One, Two, Three 61 

Fishy, Fishy 61 

Baby Bunting 62 

Ding, Dong, Bell; Pussy's in 

the Well 6 2 

Ride a Cock Horse 64 

Jack be Nimble 6 5 

The Snail 66 

Jolly is the Miller 67 

The Shoemaker 67 

Marusaki 68 

The Muffin Man 69 

Did You Ever See a Lassie. ... 70 

Soldier Boy, Soldier Boy 71 

Dance of Greeting 72 

I See You 73 

The Farmer in the Dell 74 

Chimes of Dunkirk 7 5 

Here We Go Round the Mul- 
berry Bush 76 

Sally Jones 77 

Lassie Dance 77 

Washing the Clothes 78 

Strasak 79 

Descriptions for (Grades III-IV) .119 
Hark, Hark, The Dogs Do 

Bark . 119 

To Market, To Market 121 

Three Children Sliding 123 

Taffy Was a Welshman 124 

Norwegian Mountain March.. 12 6 

Gustaf's Skoal 127 

Children's Polka 128 

Nigare Polka 129 

Klappdans 131 

Bleking 133 



284 



Index 



Page 

Sellenger's Round 134 

Gathering Peascods 135 

The Black Nag 137 

Descriptions for (Grades V- VI). 174 

Irish Washerwoman 174 

Hop Mor Annika 174 

Pop Goes the Weasel 176 

Dainty Steps 177 

The Board Walk 178 

Bertha Clay Schottische 178 

Finish Reel 179 

Tantoli 180 

The Crested Hen 181 

La Pastourelle 182 

The Ace of Diamonds. ...... .184 

Bean Porridge 185 

How Do You Do? 187 

Indian War Dance 189 

Reap the Flax 190 

Rufty Tufty 192 

Sweet Kate 194 

Grimstock 195 

Mage on a Cree 197 

Descriptions for (Grades VII- 
Vm) 227 

Junior High Schottische 227 

Cinderella 228 

Virginia Reel 230 

The Irish Lilt , 232 

Highland Schottische 234 

Czedogar 235 

The Irish Jig 236 

If All the World Were Paper. .238 

Parson's Farewell 240 

Newcastle 242 

Minuet, Don Juan 245 

RHYTHMIC STEPS 16 

Grades I-II 50 

Grades III-IV 114 

Grades V-VI 170 

Grades VII-VIII 226 

Descriptions for (Grades I-II) . . 50 

The Skip-Step 50 

The Touch-Step 51 

The Closing-Step 51 



Page 

The Glide-Closing-Step 51 

The Gallop-Step 51 

The Follow-Step 52 

Combinations 52 

Descriptions for (Grades III-IV) .114 

The Closing-Step 114 

The Glide-Closing-Step 114 

The Follow-Step 114 

The Touch-Step 115 

The Change-Step 115 

Change-Step With Arm Move- 
ments 115 

The Step-Hop 115 

The Glide 116 

The Rocking-Step 116 

The Gallop-Step 116 

The Waltz Balance-Step 117 

Combinations 117 

Desoi'iptions for (Grades V-VI) . . 170 

Swing-Hop 170 

Schottische-Step 170 

Polka-Step 170 

Heel and Toe Polka 171 

Glide Polka 171 

Mazurka-Balance-Step 171 

Three-Step-Turn 171 

Cross-Step-Turn 171 

Combinations 171 

Descriptions for (Grades VII- 
VIII) 226 

Glide-Hop 226 

Glide-Balance-Hop 226 

Mazurka-Hop 226 

Combinations 226 

Running 259 

Schedule of Events for the 

School Year 266 

Shuttle Relay 146 

Standing Triple Broad Jump.. 260 

Starting Positions 11 

Suggestions 5 

Temperature 6 

Team Average 260 

Volleyball 255 

Volleyball Throw 259 



I 

I 

I 

1 



